The peculiarity of transfers in sign languages is that they have not only a meaning (as they also do in spoken languages), but also a certain form: a path movement that moves from or to the body of the signatory. It is this packaging of a common meaning and form that makes the transmission verbs usable in the manual modality for reanalysis, which ultimately results in the creation of a morphological class. It is precisely these typological peculiarities that we should consider if we want to better understand the interaction between language and modality. In particular, I would like to consider the issue of classification here. The tuning system described by LM&M is unique in that only one class of verbs in a given sign language is marked for people`s correspondence, the class of signs of conformity. Other verbs in the language are not marked for agreement or are marked with “l ocative” (so-called spatial verbs). Membership in the correspondence class is determined semantically; Correspondence transfers generally refer to the transfer, whether concrete or abstract (Meir 2001, 2002). Although languages may differ in the classification of some verbs, in all sign languages there is a core of verbs that designate the transfer (for example.B. GIVE, SEND, TAKE, HELP, TELL) in the matching class. In this response, the signer places the CHILD sign in a place right in front of it, as if the child were the recipient. Then she directs the verb THROW to the point in the space where she located the child. This verbal form is very similar to the unthinformed forms described above. There are, however, two main differences.
First, the signatory explicitly locates the argument (CHILD) in front of it; Second, the verb is signed as if it were directed towards the child. Such a form then shows the buds of the sign language tuning system, namely directionality: a verb is directed to a place in the space associated with an argument of the verb. In other words, the end point of the sign is reanalyzed as a morpheme, thus encoding a feature of the verb argument. But the verb is always articulated on the Z axis (the address sign). Four signatories in the group used this form in 50 (66%) of their responses. Some signs can show by their movement “who did what to whom”. The movement of the sign indicates the subject and object of the verb. Hand-to is the best example, but “MEET” is also useful….