Abstract:Scholars of second language (L2) learning and teaching are increasingly exploring students' use of the L2 outside the classroom setting, in recognition of the powerful effect this self-directed study can have on language learning. Within sign language studies, students have long been exhorted to immerse themselves in the Deaf community. However, until now we have lacked an evidence base of the degree to which they do this (or other out-of-class study), how effective they find it, or whether/how engagement changes as proficiency develops. This study explores these issues by considering responses from 157 students enrolled in four different levels of Auslan (Australian Sign Language) units at the same tertiary institution. Findings indicate that students at all levels have low engagement with structured revision but make good use of media resources and face-to-face interactions, and that uptake of these increase in relative frequency to their developing capabilities and personal networks. Innovative students also integrate Auslan study into everyday situations and interests.

中文翻译：

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学习手语：听力成人课外做什么？

摘要：二语 (L2) 学习和教学的学者们越来越多地探索学生在课堂之外使用 L2，以认识到这种自主学习对语言学习的强大影响。在手语研究中，长期以来一直劝告学生将自己沉浸在聋人社区中。然而，直到现在，我们都缺乏证据基础来证明他们这样做的程度（或其他课外研究），他们发现它的效果如何，或者参与度是否/如何随着熟练程度的发展而变化。本研究通过考虑就读于同一所高等教育机构四个不同级别的 Auslan（澳大利亚手语）单元的 157 名学生的回答来探讨这些问题。调查结果表明，各级学生对结构化复习的参与度较低，但很好地利用了媒体资源和面对面的互动，并且这些内容的吸收相对于他们发展能力和个人网络的频率有所增加。创新型学生还将澳大利亚学习融入日常情况和兴趣。