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An Analysis of Hearing Learner Errors in South African Sign Language as a Second Language and Modality

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Publicado en:Sign Language Studies vol. 25, no. 2 (Winter 2025), p. 257
Autor principal: Stander, Marga
Otros Autores: Sivell, Hazel
Publicado:
Gallaudet University Press
Materias:
University of the Free State Sol Plaatje University
South Africa
Ethics
Information processing
Students
Language acquisition
Researchers
Data analysis
Video recordings
Phonology
Teachers
Second language learning
Sign language
Data collection
Learning outcomes
Pointing
Hypotheses
Hearing
Linguistics
Learning transfer
Errors
African languages
Quantitative analysis
Learning
Languages
Teaching
Acquisition
Vocabulary
Teaching methods
Oral Language
Literature Reviews
Signs
Language Research
Learning Processes
Error Patterns
Educational Strategies
Grammar
Acceso en línea:Citation/Abstract
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Resumen:This article aims to identify common errors made by hearing students learning South African Sign Language (SASL) and enhance the understanding of language acquisition in this context. The researchers formulated three hypotheses, attributing errors to vocabulary gaps, misunderstandings due to improper signing, and the dual impact of spoken and signed languages on learning SASL. The study's theoretical framework integrates information processing theory, the monitor model, and transfer theory in language acquisition, emphasizing the role of the first language. Using a quantitative research paradigm, the study involved ten fourth-year students in an SASL learner class, using video recordings for data collection. The researchers followed strict ethical guide-lines. Data analysis revealed forty-seven deviations among seventy-one signs, categorized into five groups, focusing on error patterns rather than individual signs. The investigation sheds light on SASL as a second language with a visual modality (L2M2), emphasizing the impact of mistakes and using signs in conveying meaning. In particular, the study highlights issues such as incorrect phonological parameters, sign replacements, wrong signs/versions, pointing, and improvised signs. Educationally the study is valuable for L2M2 educators, offering insight into students' challenges and emphasizing specific problem areas. The findings contribute significantly to understanding the complexity of SASL acquisition, helping educators refine teaching strategies to improve learning outcomes.
ISSN:0302-1475
1533-6263
Fuente:Arts & Humanities Database