Abstract:

This study examined the corrective feedback Deaf teachers used to target handshape, movement, and place-of-articulation errors in introductory American Sign Language (ASL) classes for hearing students. Although feedback is underresearched in bimodal second language (M2-L2) pedagogy, there is some evidence that teacher practices may differ from those observed in spoken L2 classes, notably in the more frequent use of direct corrections. Willoughby et al.'s (2015) study of Auslan (Australian Sign Language) reports that the teachers' preference for this type of correction stemmed from beliefs about the challenges of learning signed language phonology. Spoken L2 research suggests that a reliance on this type of feedback may limit students' opportunities to learn from their errors, as the nontarget form is corrected for the student and is not often followed by student "repair" of the original error (Panova and Lyster 2002). As student response to teacher feedback was not examined in Willoughby et al.'s (2015) study, we do not know if M2-L2 students show similar behavior. The current study was designed to address this issue, examining both teacher feedback practices and student responses to feedback.

Four sections of ASL 101, taught by two different teachers at two different universities, were observed for over thirty hours. An observation grid developed for the study, based on Lyster and Ranta's (1997) feedback categories, captured the linguistic target, feedback strategy, and student response to feedback. Semistructured interviews (adapted from Willoughby et al. 2015) probed teachers' perspectives on ASL acquisition and pedagogy. The results confirmed that direct correction was the most common feedback type (>60%). The findings also revealed that, in contrast with spoken language contexts, student repetition of the reformulation was frequent (>90%), influenced by both teachers' encouragement of this behavior. Factors associated with greater teacher focus on movement and handshape errors, and the contribution of M2-L2 contexts to understanding feedback in second language acquisition are discussed.

摘要：

本研究检查了聋人教师在针对听力学生的介绍性美国手语 (ASL) 课程中针对手形、动作和发音位置错误的纠正反馈。尽管在双模第二语言 (M2-L2) 教学法中对反馈的研究不足，但有一些证据表明，教师的做法可能与在口语 L2 课堂中观察到的不同，特别是在更频繁地使用直接纠正方面。Willoughby 等人（2015 年）对 Auslan（澳大利亚手语）的研究报告称，教师对这种纠正方式的偏好源于对学习手语音韵学挑战的信念。口语 L2 研究表明，依赖这种类型的反馈可能会限制学生从错误中学习的机会，因为非目标形式已针对学生进行了更正，并且通常不会跟随学生对原始错误的“修复”（Panova and Lyster 2002）。由于在 Willoughby 等人 (2015) 的研究中没有检查学生对教师反馈的反应，我们不知道 M2-L2 学生是否表现出类似的行为。目前的研究旨在解决这个问题，检查教师反馈实践和学生对反馈的反应。

ASL 101 的四个部分由两所不同大学的两位不同教师教授，观察了 30 多个小时。基于 Lyster 和 Ranta (1997) 的反馈类别为该研究开发的观察网格捕获了语言目标、反馈策略和学生对反馈的反应。半结构化访谈（改编自 Willoughby 等人，2015 年）探讨了教师对 ASL 习得和教学法的看法。结果证实直接校正是最常见的反馈类型（>60%）。研究结果还显示，与口语环境相比，学生重复重新表述的频率很高（>90%），这受到两位教师对这种行为的鼓励的影响。与更多教师相关的因素集中在动作和手形错误上，