Longitudinal L3 Acquisition of American Sign Language Motion Verbs: A Case Study of Changes and Persistencies in Prior Language Influence

Autor/in	Rosen, Russell S.
Titel	Longitudinal L3 Acquisition of American Sign Language Motion Verbs: A Case Study of Changes and Persistencies in Prior Language Influence
Quelle	In: Sign Language Studies, 18 (2018) 2, S.266-299 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0302-1475
Schlagwörter	Longitudinal Studies; American Sign Language; Verbs; Motion; Second Language Learning; Native Language; Multilingualism; Transfer of Training; Case Studies; Prior Learning; Hearing (Physiology); Word Order; Phrase Structure; Form Classes (Languages); Learning Processes; Second Language Instruction; College Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bewegungsablauf; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Training; Transfer; Ausbildung; Case study; Fallstudie; Case Study; Vorkenntnisse; Gehör; Hören; Wortfolge; Phrasenstruktur; Analytischer Sprachbau; Learning process; Lernprozess; Fremdsprachenunterricht; Collegestudent
Abstract	When learning a third language (L3), learners, according to researchers, generally rely on a variety of resources, such as their L1 (first language), L2 (second language), and/or their current knowledge of the L3. Although studies have identified a number of factors that may influence a learner's choice of the source of transfer, these works were mostly cross-sectional in design and took place within a limited time frame. As a result, temporal change in the use of the prior linguistic resources was poorly documented. Using a case study approach, this article examines one hearing learner's L3 acquisition of ASL, specifically, the motion verbs go and walk, as well as the word orders of their argument structures with goal prepositional phrases over a period of one year. The results show that, over time and influenced by several factors, the learner drew both constantly and differentially on his L1, L2, and his current knowledge of the L3. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01