The Development of Sensitivity to Grammatical Violations in American Sign Language: Native versus Nonnative Signers

Autor/inn/en	Novogrodsky, Rama; Henner, Jon; Caldwell-Harris, Catherine; Hoffmeister, Robert
Titel	The Development of Sensitivity to Grammatical Violations in American Sign Language: Native versus Nonnative Signers
Quelle	In: Language Learning, 67 (2017) 4, S.791-818 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12245
Schlagwörter	Grammar; Sign Language; American Sign Language; Deafness; Syntax; Predictor Variables; Age Differences; Gender Differences; Learning Disabilities; School Entrance Age; Second Language Learning; Correlation; Decision Making; Statistical Analysis; Error Analysis (Language) + Suchen Sie Ihr Suchwort? Grammatik; Gebärdensprache; Gehörlosigkeit; Taubstummheit; Prädiktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Learning handicap; Lernbehinderung; Einschulungsalter; Zweitsprachenerwerb; Korrelation; Decision-making; Entscheidungsfindung; Statistische Analyse; Error analysis; Language; Fehleranalyse
Abstract	Factors influencing native and nonnative signers' syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6-18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed-effects linear modeling analysis revealed main effects of each predictor and an interaction between signing status and learning disability. The native signers showed typical syntactic development that varied by chronological age, gender, additional learning disabilities, and age of entering a deaf school. In contrast, the syntactic development of nonnative signers was more variable. It was less tightly related to chronological age and more strongly influenced by the age at which they had entered the school where assessment occurred, which was highly related to length of exposure to a sign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01