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Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 2 |
Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
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In: Journal of Multilingual Education Research (2021)
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| 3 |
Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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| 5 |
An Interventionist Approach to Language Study Abroad: Exploring Metalinguistic Awareness in the Acquisition of Spanish through Digital Portfolio Documentation and Expert Mentorship
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In: Electronic Thesis and Dissertation Repository (2018)
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| 6 |
Monolingual or Bilingual Approach: The Effectiveness of Teaching Methods in Second Language Classroom
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In: Purdue Linguistics, Literature, and Second Language Studies Conference (2017)
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| 7 |
Effectively Teaching a Second Language: Principles and Practices
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In: All Graduate Plan B and other Reports (2017)
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| 8 |
The Post-Sojourn in Study Abroad Research—Another Frontier
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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| 9 |
Contextualized Recognition of Fingerspelled Words
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In: Journal of Interpretation (2016)
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Abstract:
Fingerspelling, an aspect of American Sign Language, is difficult for second language English-speaking adults to learn (Bahleda, 1998), yet mastery is required by professional ASL-English interpreters. This study compared novice and expert interpreters’ interpretation of fingerspelled words under the assumption that exposure to priming material in their L1, English, would enable the interpreters to recognize those terms when fingerspelled in their L2, ASL. In this study, participants (15 novices, 15 experts) were asked to interpret an ASL text with 25 “carefully” fingerspelled words embedded. Ten subjects were not given priming materials, ten a list of words in printed English that represented the “carefully” fingerspelled words in the ASL text, and ten were given a printed English story synopsis with the “carefully” fingerspelled words embedded. Overall, there was evidence of an L1 priming effect as the interpreters who were given access to the English words interpreted more of the fingerspelled words correctly than the interpreters who were given no priming materials (*p=0.04). As predicted, the experts did significantly better at recognizing the “carefully” fingerspelled words than the novices (*p=0.00). As there was no significant difference across the three conditions for the experts (no priming, list of words, story synopsis), they may have been more balanced bilinguals than the novices. However, the expert interpreters who were given no L1 priming materials did not perform significantly better than the novices in any of the three conditions. The five novices who were given a list of words as priming material were more accurate than the ten novices in the other two conditions (no priming and story synopsis). There was also no significant difference for the five novices who were given the list of words as compared to the three expert groups. Tentatively, it would seem that experts without priming materials experienced a depressed ability to read fingerspelling and novice interpreters benefited greatly from the provision of a list of English words.
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Keyword:
accuracy; American Sign Language; and Multicultural Education; Applied Linguistics; ASL; Bilingual; Cognitive Psychology; Curriculum and Instruction; Deaf; First and Second Language Acquisition; interpreting; Modern Languages; Multilingual; Phonetics and Phonology; preparation; Reading and Language
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URL: https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1060&context=joi
https://digitalcommons.unf.edu/joi/vol25/iss1/6
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| 10 |
Order of Acquisition: A Comparison of L1 and L2 English and Spanish Morpheme Acquisition
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In: Senior Honors Theses (2015)
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| 11 |
Nonstandard Languages: The Outcasts of the Language Revitalization Movement
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In: Senior Honors Theses (2015)
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| 12 |
Apology Strategies of Native and Nonnative Speakers of English
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In: Georgia Undergraduate Research Conference (2015)
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| 13 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 14 |
Self-Efficacy in Low-Level English Language Learners
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In: Dissertations and Theses (2014)
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| 15 |
English Loan Words in Japanese: Exploring Comprehension and Register
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In: Dissertations and Theses (2013)
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| 16 |
The Role of Expectations on Nonnative English Speaking Students' Wrtiting
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In: Dissertations and Theses (2013)
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| 17 |
Pedagogía de Hablantes de Herencia: implicaciones para el entrenamiento de instructores al nivel universitario
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In: Theses, Dissertations, Student Research: Modern Languages and Literatures (2013)
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| 18 |
Dialect-neutral indices of narrative cohesion and evaluation
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In: Barbara Zurer Pearson (2012)
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| 19 |
The comprehension of metaphor by preschool children: Implications for a theory of lexicon
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In: Barbara Zurer Pearson (2012)
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| 20 |
There’s an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games
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In: Masters Theses (2011)
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