Reference tracking in early stages of different modality L2 acquisition Limited over-explicitness in novice ASL signers’ referring expressions

• Published in: Second language research Vol. 35; no. 2; pp. 253 - 283
• Main Authors: Frederiksen, Anne Therese, Mayberry, Rachel I.
• Format: Journal Article
• Language: English
• Published: London, England Sage Publications, Ltd 01.04.2019; SAGE Publications; Sage Publications Ltd
• Subjects: American Sign Language; Anaphora; Classifiers; Connected Discourse; Control Groups; Discourse strategies; English; Form Classes (Languages); Gestures; Information content; Language Patterns; Learning transfer; Native Language; Nonverbal Communication; Novices; Psychomotor Skills; Second Language Instruction; Second Language Learning; Speech Communication; Story Telling; Transfer of Training; Undergraduate Students; Verbs; Visual Stimuli; California (San Diego); reference; null subjects; American Sign Language; over-explicit reference; classifiers; M2–L2 learning; referent tracking; gesture
• ISSN: 0267-6583; 1477-0326
• DOI: 10.1177/0267658317750220

Previous research on reference tracking has revealed a tendency towards over-explicitness in second language (L2) learners. Only limited evidence exists that this trend extends to situations where the learner’s first and second languages do not share a sensory-motor modality. Using a story-telling paradigm, this study examined how hearing novice L2 learners accomplish reference tracking in American Sign Language (ASL), and whether they transfer strategies from gesture. Our results revealed limited evidence of over-explicitness. Instead there was an overall similarity in the L2 learners’ reference tracking to that of a native signer control group, even in the use of lexical nominals, pronouns and zero anaphora – areas where research on spoken L2 reference tracking predicts differences. Our data also revealed, however, that L2 learners have problems with the referential value of ASL classifiers, and with target-like use of zero anaphora from different verb types, as well as spatial modification. This suggests that over-explicitness occurs in the early stages of different modality L2 acquisition to a limited extent. We found no evidence of gestural transfer. Finally, we found that L2 learners reintroduce more than native signers, which could indicate that they, unlike native signers are not yet capable of utilizing the affordances of the visual modality to reference multiple entities simultaneously