Amerikan İşaret Dili Öğrencilerinde Konuşma Düzenleyicileri

Öz

Dil yeterliliği; dilbilgisel, sosyo-dilbilimsel ve stratejik yeterlilik olarak çerçevelendirilebilir. Tarihsel olarak, Amerikan İşaret Dili'ni (ASL) öğrenen işiten öğrencilerin dilbilgisel stratejilerine odaklanılmıştır. Bu boşluğu gidermek için, ASL 1 (bir dönem) dersi almış 14 işiten öğrenci ile hiç ASL dersi almamış 14 işiten öğrenciyi karşılaştırarak az araştırılmış bir alan olan konuşma düzenleyicilerini incelemek için bir Söylem Tamamlama Görevi tasarlanmıştır. Katılımcılar ASL'de 11 video bağlamını izlemiş ve yanıtlamıştır. Bulgular, ASL1 öğrencilerinin kaş çatma (* p = .00) ve el sallama (ASL'de HEY işareti) (* p= .00) gibi çeşitli ASL konuşma düzenleyicilerini öğrendiklerini göstermektedir. Aynı zamanda sağır kültürü normlarına uygun olarak konuşma ve jestleri aynı anda kullanmaktan kaçınmışlardır (* p = .00). Ayrıca, ASL dersi almamış öğrencilere kıyasla taklit kullanımında azalma göstermişlerdir (* p = .00). Bulgular, mevcut literatür bağlamında tartışılmış ve ileriki araştırmalar ve uygulamalar için öneriler sunulmuştur.

Anahtar Kelimeler

• Konuşma düzenleyicileri
• edinim
• Amerikan İşaret Dili
• ikinci dil
• L2

Conversational Regulators in American Sign Language Students

Öz

Language proficiency can be framed as grammatical, sociolinguistic and strategic competency. Historically, the grammatical strategies of hearing students who study American Sign Language (ASL) have been emphasized. To address this gap, a Discourse Completion Task was designed to look at a little explored area, conversational regulators, in 14 hearing students who had taken ASL 1 (one semester) as compared to 14 hearing students who reported taking no ASL classes. Participants watched and responded to 11 videotaped contexts in ASL. The findings indicate that the ASL1 students had learned various ASL conversational regulators, such as frowns (* p = .00) and hand waving (the HEY sign in ASL) (* p= .00). They followed Deaf culture norms for not talking and gesturing at the same time (* p = .00). They also demonstrated reduced use of miming compared to the non-ASL students (* p = .00). The findings are discussed within the context of existing literature, and recommendations are offered for future research and practice.

Anahtar Kelimeler

• conversational regulators
• acquisition
• American Sign Language
• second language
• L2

Kaynakça

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