Motor learning; second language acquisition; sign language

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This study focuses on the role of motor learning in second language (L2) acquisition asking: (1) to what degree is learning the motor patterns for an L2 the same as learning other motor patterns (e.g., in dance)? Alternatively, (2) are L2 motor patterns uniquely influenced by language (either the first language, L1, or the L2), e.g., does the meaning linked to movements play a role? And, (3) are these processes the same for L2 comprehension and production? When researching spoken L2 attainment, potential influences from the spoken L1 and from learned motor patterns are confounded. We therefore cannot determine if L2 learners have e.g., accented slow, effortful speech during production or poor understanding during comprehension due to L1 language patterns, or due to motor programs learned from the L1. Sign languages make use of different motor systems from spoken languages: hands/arms versus tongue/lips. This means L1 speakers cannot be influenced from L1 muscle memory when learning signs, but L1 signers can. By comparing how L1 English speakers and L1 British Sign Language signers learn (comprehend and produce) a novel sign language (Hong Kong Sign Language, HKSL) under different conditions we can tease apart the relative contribution of motor learning from language learning.