Abstract:Although people all over the world learn sign languages as a second language (SL2), there is scant literature on sign language acquisition processes to guide professionals in the field. This study focuses on one of the modality-specific phenomena that SL2 learners with a spoken language background encounter that do not exist in their native language (L1): the use of space for grammatical reasons. We analyzed the sign language production data of two learners of Sign Language of the Netherlands (NGT) who we followed for four years. Data comprise interviews that were coded for use of space. Use of space was operationalized by measuring the number of occasions of pointing signs, agreement verbs, classifier verbs, and spatially modified signs from the nominal domain. In addition, we identified examples of typical L2 signing (e.g., errors of overgeneralization, omissions, et cetera). Data show that learners initially produce modified signs that have a gestural counterpart. It might be that they "borrow" signs from the gestural domain, or they produce these highly iconic structures because their gestural inventory has helped them to acquire these structures. Furthermore, the data show that particularly classifier verbs and agreement verbs within a constructed action sequence pose challenges for the learners, and we observed some general error patterns that have been found in L1-learners, such as stacking and reversing the movement path of agreement verbs.

中文翻译：

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在 L2 手语习得中学习使用空间：两个案例研究

摘要：尽管世界各地的人们都将手语作为第二语言 (SL2) 学习，但关于手语习得过程来指导该领域专业人士的文献却很少。本研究重点关注具有口语背景的 SL2 学习者遇到的一种在其母语 (L1) 中不存在的模态特定现象：出于语法原因使用空间。我们分析了我们跟踪了四年的荷兰手语 (NGT) 的两名学习者的手语制作数据。数据包括为空间使用而编码的访谈。空间的使用是通过测量来自名义域的指向标志、同意动词、分类动词和空间修饰标志的次数来操作化的。此外，我们还确定了典型的 L2 签名示例（例如，过度概括、遗漏等错误）。数据显示，学习者最初会产生具有手势对应物的修改过的手势。可能是他们从手势域“借用”了标志，或者他们产生了这些高度标志性的结构，因为他们的手势库存帮助他们获得了这些结构。此外，数据显示，在构建的动作序列中，特别是分类动词和一致动词给学习者带来了挑战，我们观察到了在 L1 学习者中发现的一些一般错误模式，例如堆叠和逆转一致动词的运动路径. 或者他们制作这些极具标志性的结构，因为他们的手势库存帮助他们获得了这些结构。此外，数据显示，在构建的动作序列中，特别是分类动词和一致动词给学习者带来了挑战，我们观察到了在 L1 学习者中发现的一些一般错误模式，例如堆叠和逆转一致动词的运动路径. 或者他们制作这些极具标志性的结构，因为他们的手势库存帮助他们获得了这些结构。此外，数据显示，在构建的动作序列中，特别是分类动词和一致动词给学习者带来了挑战，我们观察到了在 L1 学习者中发现的一些一般错误模式，例如堆叠和逆转一致动词的运动路径.