Hofweber, Julia;
Aumônier, Lizzy;
Janke, Vikki;
Gullberg, Marianne;
Marshall, Chloë;
(2023)
Which aspects of visual motivation aid the implicit learning of signs at first exposure?
Language Learning: A Journal of Research in Language Studies
10.1111/lang.12587.
(In press).
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Abstract
We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meaning assignment with respect to item occurrence frequency and three facets of visual motivation: iconicity, transparency, and gesture similarity. Meaning assignment was enhanced by exposure and item frequency, thereby providing evidence for implicit language learning in a new modality, even under challenging naturalistic conditions. Accuracy was also contingent upon iconicity and transparency, but not upon gesture similarity. Meaning assignment at first exposure is thus visually motivated, although the overall low accuracy rates and further qualitative analyses suggest that visually motivated meaning assignment is not always successful.
| Type: | Article |
|---|---|
| Title: | Which aspects of visual motivation aid the implicit learning of signs at first exposure? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/lang.12587 |
| Publisher version: | https://doi.org/10.1111/lang.12587 |
| Language: | English |
| Additional information: | © 2023 The Authors. Language Learning published by Wiley Periodicals LLC on behalf of Language Learning Research Club, University of Michigan. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Implicit learning; sign language; iconicity; transparency; gesture; meaning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10166759 |
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