The Vocabulary List indicates language which will guide the setting of Level 1 New Zealand Sign Language external assessments.
Signs outside of the approved Vocabulary List will be glossed if their meaning is not evident from the text.
The Vocabulary List indicates language which will guide the setting of Level 1 New Zealand Sign Language external assessments.
Signs outside of the approved Vocabulary List will be glossed if their meaning is not evident from the text.
Agreement Verbs
[ Video Resource ]
- Title: Agreement Verbs
- Description: NZSL Level 1 Vocabulary List: Agreement Verbs
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166153826
- Transcript: Agreement verbs incorporate information about person arguments (subject/object or agent/patient
Agreement verbs incorporate information about person arguments (subject/object or agent/patient, and number). (McKee, p.65).
When a verb moves between locations that are understood in the context to represent person arguments (eg, me, you, it, them), it is not necessary to sign subject and object pronouns in the sentence. An agreement verb moves from a point in the signing space that represents a subject (the ‘doer’) towards an end point that represents an object referent (the ‘receiver’). (McKee, p.67).
Examples:
- I also used Deaf Aotearoa NZSL Week resources to help me teach other students in my school NZSL.
- It's going to be a memorable birthday for her. Thanks for letting me help. Remember, if you need help wrapping the gift, just ask.
Basic Classifiers
[ Video Resource ]
- Title: Basic Classifiers
- Description: NZSL Level 1 Vocabulary List: Basic Classifiers
- Video Duration: 2 minutes
- Video URL: https://player.vimeo.com/video/1166153222
- Transcript: First classifier: Person - Whole entity – these represent a specific class or category of nouns
First classifier: Person - Whole entity – these represent a specific class or category of nouns, the most common ones being person, vehicle, and aeroplane.
A whole entity classifier can be moved in space to act as a pronoun+verb that expresses motion and location (McKee, p90).
This kind of classifier made on one hand can be moved to interact with other signs to show spatial details and action.
Second Classifier: Body parts – these classifiers depict how people or animals look and move, by focusing on the action of a body part. Common examples are the ‘2’ handshape to represent legs walking, sitting, standing (which can be doubled for four-legged animals), or two separate index fingers to show finer detail about how two legs move or are placed (eg, kicking, limping, crossing the legs). (McKee, p.92).
Examples:
- A man and a woman go to the movies together. They arrive at the ticket counter and buy two tickets.
- They both arrive in the audience and find their seats in the middle row. They walk through and sit down, excited to watch the movie.
Storyboard Image (c) TeachSign.
Storyboard Image (c) TeachSign.
Storyboard Image (c) TeachSign.
Conditionals
[ Video Resource ]
- Title: Conditionals
- Description: NZSL Level 1 Vocabulary List: Conditionals
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166152018
- Transcript: In a conditional statement
In a conditional statement, one clause expresses a hypothetical condition and the other clause expresses an outcome that is contingent upon that condition. In English sentences, the order of these clauses is flexible; for example one could say, If it’s fine tomorrow, I’ll do some gardening, or I’ll do some gardening if it’s fine tomorrow.
In NZSL, conditional statements normally state the condition (if …) first and the result clause second, for example:
- If I’m late, Mum will worry.
- If I fail this course, I’ll take it again next year.
Sign IF at the beginning of a conditional clause, followed by a result clause. A conditional clause containing the sign IF is optionally marked by NMF. (McKee, p. 100).
Example:
If it’s expensive, maybe I can help to pay for it. For Sarah, it’s worth it.
Indexing
[ Video Resource ]
- Title: Indexing
- Description: NZSL Level 1 Vocabulary List: Indexing
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166150967
- Transcript: When introducing a third-person pronoun for later use
When introducing a third-person pronoun for later use, a signer names a referent and then points to a location (locus) in signing space. This is called indexing. The initial pointing may be more relaxed or brief than later pronoun references. After indexing, pronouns can be used without gaze shifts, while the signer continues looking at the addressee.
Ways to establish a referent (IX = index/point):
- Use a noun, then point to a space to assign it to that locus. Example: WOMAN IX-right... [All these kinds of examples are not shown in the video]
- Produce a sign or fingerspell a name in a specific location (eg, DOG signed on the left).
- Use eye gaze and body orientation toward a space while signing a body-anchored noun (eg, BOY lean+gaze left).
- Use a pronoun when context makes the referent obvious.
Multiple referents can be indexed at contrasting locations. It is usually ungrammatical to index two different referents in the same locus (McKee, p.24).
Examples:
- My pepeha is an acknowledgement of my Māori connection, ancestors, and my mother's heritage from the North.
- The Deaf Club is in the heart of the city.
Listing
[ Video Resource ]
- Title: Listing
- Description: NZSL Level 1 Vocabulary List: Listing
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166150424
- Transcript: To refer to ordered referents
To refer to ordered referents, such as children in a family, or any set of items, a signer may tap or grasp the fingertips of the non-dominant hand. Each fingertip can be used as a ‘placeholder’ for a referent that has already been named, or is about to be identified. Once the fingertip has been associated with a noun, it can be pointed to as a pronoun for further reference (he/it/this one/the second one, etc.). (McKee, p.29).
Modals
[ Video Resource ]
- Title: Modals
- Description: NZSL Level 1 Vocabulary List: Modals
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166149740
- Transcript: Modality refers to meanings associated with verbs that express:Judgments of how factual or likely a proposition is (certain
Modality refers to meanings associated with verbs that express:
- Judgments of how factual or likely a proposition is (certain, probable, possible).
- Judgments about ability, permission, intention, or obligation.
In English, modality is often expressed through auxiliary verbs such as: can, could, may, might, shall, should, will, would, must, ought to. Other words and phrases also convey certainty or intent, such as:
definitely, certainly, of course, I doubt it, hardly. (McKee, p.84).
Example:
It's important that you must show respect for the language and culture.
Natural Temporal Order
[ Video Resource ]
- Title: Natural Temporal Order
- Description: NZSL Level 1 Vocabulary List: Natural Temporal Order
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166148932
- Transcript: In NZSL
In NZSL, events are often recounted in an order similar to how they unfolded in real time, in an ‘A to Z’ manner, rather than shifting back and forth between timeframes, or skipping from one part of the sequence to a later event.
A tendency towards natural temporal order is also seen in certain sentence structures: for example, in English, the sentence I had a shower and brushed my teeth after breakfast is grammatical although the ordering of actions is different from the actual sequence of events (breakfast, shower, brush teeth).
In NZSL, the sentence is better structured by listing activities in a more literal time sequence: BREAKFAST FINISH, SHOWER, BRUSH-TEETH. (McKee, p. 32).
Example:
The movie finishes at 9pm, so we’ll get dinner after that.
Negation
[ Video Resource ]
- Title: Negation
- Description: NZSL Level 1 Vocabulary List: Negation
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166148271
- Transcript: Negation expresses the notion that something does not exist
Negation expresses the notion that something does not exist, does not happen, or is not the case.
In NZSL, there are two main ways to express negation:
- Non-manual features on the face/head with a sentence (neg NMF).
- The sign NOTHING used in a sentence, usually at the end.
The most common way of negating a statement is by using ‘neg’ non-manual features (NMF) with a statement. There are several neg NMF features, and these can be combined. The most typical and important feature is a headshake. (McKee, p.55).
Noun-Verb Pairs
[ Video Resource ]
- Title: Noun-Verb Pairs
- Description: NZSL Level 1 Vocabulary List: Noun-Verb Pairs
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166147580
- Transcript: A noun–verb pair in NZSL is when two related signs share the same basic handshape and location
A noun–verb pair in NZSL is when two related signs share the same basic handshape and location, but are distinguished by a change in movement to show different word classes.
Verb → usually one larger, single movement.
Noun → usually smaller, repeated movement.
The repetition marks it as a thing rather than an action.
Example: Driving [one movement]. Car [repeated sign].
Plain Verbs
[ Video Resource ]
- Title: Plain Verbs
- Description: NZSL Level 1 Vocabulary List: Plain Verbs
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166146738
- Transcript: Plain verbs
Plain verbs, which do not change their form: they have consistent movement and location in any context.
Examples of plain verbs are: KNOW, FEEL, PLAY, WORK, LOVE, LIKE, UNDERSTAND, THINK, BUY, WANT.
In sentences with a plain transitive verb, the subject and object are expressed by separate noun or pronoun signs (McKee, p. 65).
Example:
I like you.
You like me.
He/she likes you.
Rhetorical Questions
[ Video Resource ]
- Title: Rhetorical Questions
- Description: NZSL Level 1 Vocabulary List: Rhetorical Questions
- Video Duration: 2 minutes
- Video URL: https://player.vimeo.com/video/1166140475
- Transcript: NZSL often uses a two-clause structure where the first part poses a rhetorical question
NZSL often uses a two-clause structure where the first part poses a rhetorical question, immediately answered in the second part.
This is commonly used to:
- Introduce new or important information.
- Engage the audience for stylistic effect.
- Link two pieces of information in a cause–effect relationship (similar to English conjunctions like because, so that, as a result of).
In NZSL, these relationships can be expressed by using WHY, HOW, or WHAT-FOR between clauses (McKee, p.40).
Examples:
- I love NZSL because I enjoy learning the language and meeting new people.
- The event when? the 10th of May, 6pm. Where? at Sky City Auckland.
Roleshift (2 person)
[ Video Resource ]
- Title: Roleshift (2 person)
- Description: NZSL Level 1 Vocabulary List: Roleshift (2 person)
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166146139
- Transcript: The role shift
The role shift, reflects how a signer shifts between different character roles in re-telling a dialogue or action, like an actor adopting different voices and postures.
To report a dialogue between two (or more) characters, the signer first names or introduces them and may index them by pointing to different locations in the signing space – usually to the right and the left. To quote a character’s speech, the signer shifts her gaze and head slightly towards the location of an addressee in the signing space (the imagined person the character is talking to). To show that character’s response, the signer then shifts her eyes and head orientation back towards the contrasting side to enact the second character. To resume a narrator’s voice, the signer’s gaze and body orientation return to the centre, focusing again on the audience.
The most essential feature of a role shift is the contrast in eye-gaze direction. Head, shoulder and sometimes torso movement often accompany this shift, but these can be subtle or even absent. Subtle changes in the signer’s demeanour or style also help to identify different characters in the reported dialogue/action (McKee, p.105).
Tenses
[ Video Resource ]
- Title: Tenses
- Description: NZSL Level 1 Vocabulary List: Tenses
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166144905
- Transcript: NZSL has an imaginary timeline that runs from behind the body to the area in front of the body
NZSL has an imaginary timeline that runs from behind the body to the area in front of the body, corresponding with expressions of past, present, and future timeframes.
The sign FINISH immediately before or after a verb expresses completion of an action (McKee, p.114).
The Sign NOW immediately before or after a verb expresses it is currently happening.
The sign WILL before or after a verb expresses it will happen in the future.
Examples:
-
- Me read finished / I've finished reading.
- Me read now / I am reading.
- Me read will / I will read.
- Dune 1, i've seen, it's a good movie.
Topic-Comment
[ Video Resource ]
- Title: Topic-Comment
- Description: NZSL Level 1 Vocabulary List: Topic-Comment
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166142892
- Transcript: In signed languages
In signed languages, signers often draw attention to a topic at the beginning of a statement. This creates focus and is known as topicalisation. The resulting sentence structure is called topic–comment, because the topic is followed by a comment (information about the topic).
Topic marking in NZSL serves three main purposes:
- Introduce a new topic in discourse (new information).
- Refer to a previously mentioned or known referent (old information).
- Highlight information that contrasts with something just mentioned.
Non-manual features for topicalisation: [as shown in the video]
- Brow raise.
- Slight raising or pulling back of the chin.
- Brief hold on the last sign in the topic phrase.
(McKee, p.38).
Examples:
- I learn NZSL.
- Deaf club is undoubtedly a taonga.
- Dune 2, i'm excited!
Wh Questions
[ Video Resource ]
- Title: Wh Questions
- Description: NZSL Level 1 Vocabulary List: Wh Questions
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166139669
- Transcript: Wh- questions are open-ended and seek information in the answer. They are often called ‘wh- questions’ because in English many question words begin with wh-
Wh- questions are open-ended and seek information in the answer. They are often called ‘wh- questions’ because in English many question words begin with wh-,(what, where, why, who, when, which).
A Wh question in NZSL is made by using NMF, and usually includes an interrogative sign or phrase such as WHAT, WHO, WHERE, WHY, HOW, WHEN, WHAT-FOR, HOW-MANY, HOW-MUCH, WHICH, WHAT’S-WRONG.
The non-manual features with content questions consist of:
- eyebrows furrowed or lowered into a slight frown
- chin/head slightly back, (or sometimes slightly forward for emphasis)
- the last sign in the sentence is held briefly.
(McKee, p.50).
Examples:
- Where do you go to school?
- Oh, I see, good. What movie?
- Where is your favourite place?
Yes/No Questions
[ Video Resource ]
- Title: Yes/No Questions
- Description: NZSL Level 1 Vocabulary List: Yes/No Questions
- Video Duration: 1 minutes
- Video URL: https://player.vimeo.com/video/1166138794
- Transcript: In questions that seek a yes/no answer
In questions that seek a yes/no answer, the sign order is the same as a statement, but the non-manual features are different.
- Direct gaze at the addressee.
- Eyebrows raised.
- Chin/head slightly forward.
- The last sign in a question is held momentarily.
The brow raise is usually stronger towards the end of the question (as the head moves forward). Yes/no questions often end with a pronoun ‘point’ to the recipient of the question (McKee, p.48).
Examples:
- Are you deaf?
- Are you going to attend the games all day?
- Hi! Do you feel excited about working on the school magazine?
Acknowledgements
The NCEA Level 1 Vocabulary List for NZSL references grammar structures and gloss from New Zealand Sign Language A Reference Guide (Rachel McKee).
Storyboard Image (copyright) TeachSign.
The NCEA Level 1 Vocabulary List for NZSL references grammar structures and gloss from New Zealand Sign Language A Reference Guide (Rachel McKee).
Storyboard Image (copyright) TeachSign.