An Analysis of Hearing Learner Errors in South African Sign Language as a Second Language and Modality
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| Publicat a: | Sign Language Studies vol. 25, no. 2 (Winter 2025), p. 257 |
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Gallaudet University Press
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20250101 |b d20250331 | |
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| 100 | 1 | |a Stander, Marga | |
| 245 | 1 | |a An Analysis of Hearing Learner Errors in South African Sign Language as a Second Language and Modality | |
| 260 | |b Gallaudet University Press |c Winter 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 610 | 4 | |a University of the Free State Sol Plaatje University | |
| 651 | 4 | |a South Africa | |
| 653 | |a Ethics | ||
| 653 | |a Information processing | ||
| 653 | |a Students | ||
| 653 | |a Language acquisition | ||
| 653 | |a Researchers | ||
| 653 | |a Data analysis | ||
| 653 | |a Video recordings | ||
| 653 | |a Phonology | ||
| 653 | |a Teachers | ||
| 653 | |a Second language learning | ||
| 653 | |a Sign language | ||
| 653 | |a Data collection | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Pointing | ||
| 653 | |a Hypotheses | ||
| 653 | |a Hearing | ||
| 653 | |a Linguistics | ||
| 653 | |a Learning transfer | ||
| 653 | |a Errors | ||
| 653 | |a African languages | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Learning | ||
| 653 | |a Languages | ||
| 653 | |a Teaching | ||
| 653 | |a Acquisition | ||
| 653 | |a Vocabulary | ||
| 653 | |a Teaching methods | ||
| 653 | |a Oral Language | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Signs | ||
| 653 | |a Language Research | ||
| 653 | |a Learning Processes | ||
| 653 | |a Error Patterns | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Grammar | ||
| 700 | 1 | |a Sivell, Hazel | |
| 773 | 0 | |t Sign Language Studies |g vol. 25, no. 2 (Winter 2025), p. 257 | |
| 786 | 0 | |d ProQuest |t Arts & Humanities Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3174845933/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3174845933/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3174845933/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |