Spoken second language words activate native language orthographic information in late second language learners (original) (raw)
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Spoken L2 words activate L1 orthographic information in late L2 learners
2018
This study investigated the time-course of activation of orthographic information in spoken word recognition with two visual world eye-tracking experiments in a task where L2 spoken word forms had to be matched with their printed referents. Participants (n = 64) were L1 Finnish learners of L2 French ranging from beginners to highly proficient. In Exp. 1, L2 targets (e.g. /sidʀ/) were presented with either orthographically overlapping onset competitors (e.g. /sɛt̃ ʀ/) or phonologically overlapping onset competitors ( /sikl/). In Exp. 2, L2 targets (e.g., /pom/) were associated with L1 competitors in conditions symmetric to Exp. 1 ( /pauhu/ vs. /pom:i/). In the within-language experiment (Exp. 1), the difference in target identification between the experimental conditions was not significant. In the between-language experiment (Exp. 2), orthographic information impacted the mapping more in lower proficiency learners, and this effect was observed 600ms after the target word onset. The influence of proficiency on the matching was non-linear: proficiency impacted the mapping significantly more in the lower half of the proficiency scale in both experiments. These results are discussed in terms of co-activation of orthographic and phonological information in L2 spoken word recognition.
How to cite this article: OUTI VEIVO and JUHANI JÄRVIKIVI Proficiency modulates early orthographic and phonological processing in L2 spoken word recognition. Bilingualism: Language and Cognition, Available on CJO The present study investigated orthographic and phonological processing in L2 French spoken word recognition by Finnish learners of French, using the masked cross-modal priming paradigm. Experiment 1 showed a repetition effect in L2 within-language priming that was most pronounced for high proficiency learners and a significant effect for French pseudohomophones. In the between-language Experiment 2, high proficiency learners showed significant facilitation from L1 Finnish to L2 French shared orthography in the absence of phonological and semantic overlap. This effect was not observed in the lower intermediate group, which showed a significant benefit of L1 pseudohomophones instead. The orthographic effect in the high proficiency group was modulated by subjective familiarity showing facilitation for less familiar but not for highly familiar words. The results suggest that with L2 learners, the extent to which orthographic information affects L2 spoken word recognition depends on their L2 proficiency.
2004
Activation of Non-Target Language Phonology During Bilingual Visual Word Recognition: Evidence from Eye-Tracking Margarita Kaushanskaya (m-kaushanskaya@northwestern.edu) Northwestern University Department of Communication Sciences and Disorders, 2240 Campus Drive Evanston, Il 60208 Viorica Marian (v-marian@northwestern.edu) Northwestern University Department of Communication Sciences and Disorders, 2240 Campus Drive Evanston, Il 60208 reading task requiring use of only the target language) has accumulated over the past three decades (e.g., De Groot, Delmaar, & Lupker, 2000; Nas, 1983; Van Heuven, 2000; Van Heuven, Dijkstra, & Grainger, 1998). Activation of non-target language phonological information has been reported for bilingual readers of languages with shared alphabets, such as English and French (Jared & Szucs, 2002), Dutch and English (Dijkstra, Grainger, & van Heuven, 1999), Spanish and Catalan (Costa, Miozzo, & Caramazza, 1999), and Dutch and French (Brysbaert, Van Dyck, & ...
Cognitive Science, 2013
Spoken Words Activate Cross-Linguistic Orthographic Competitors in the Absence of Phonological Overlap James Bartolotti (j-bartolotti@u.northwestern.edu) Natalia L. Daniel (nataliadaniel2012@u.northwestern.edu) Viorica Marian (v-marian@northwestern.edu) Northwestern University Department of Communication Sciences and Disorders 2240 Campus Drive, Evanston, IL 60208 USA Abstract Related languages, like English and Spanish, often have sim- ilar orthographies but use the same letters to represent differ- ent sounds. Learning a second language frequently involves learning additional letter-sound mappings that mismatch those in the native language. In the current study, we investigated whether L2 spoken words activate L2 orthography despite con- flict with L1 orthography-to-phonology mappings. Partici- pants first learned an artificial language with letter-sound map- pings that mismatched English (e.g., the letter ‘G’ represented the sound /h/, and the word /gufO/ was spelled ‘hane’). Nex...
Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of EnglishL2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and EnglishL2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared. The EnglishL2 speakers produced the same consonant as shorter when it was spelled with a single letter, and longer when spelled with a double letter. Spelling did not affect consonant duration in native English speakers. In Experiment 2, effects of orthographic input were investigated by comparing two groups of EnglishL2 speakers (Italians) performing a delayed word repetition task with or without orthographic input; the same orthographic effects were found in both groups. These results provide arguably the first evidence that L2 orthographic forms can lead experienced L2 speakers to make a contrast in their L2 production that does not exist in the language. The effect arises because L2 speakers are affected by the interaction between the L2 orthographic form (number of letters), and their native orthography–phonology mappings, whereby double consonant letters represent geminate consonants. These results have important implications for future studies investigating the effects of orthography on native phonology and for L2 phonological development models.
Learning words in a new language: Orthography doesn't always help
Bilingualism: Language and Cognition, 2013
Previous studies have shown that orthography is activated during speech processing and that it may have positive and negative effects for non-native listeners. The present study examines whether the effect of orthography on non-native word learning depends on the relationship between the grapheme–phoneme correspondences across the native and non-native orthographic systems. Specifically, congruence between grapheme–phoneme correspondences across the listeners’ languages is predicted to aid word recognition, while incongruence is predicted to hinder it. Native Spanish listeners who were Dutch learners or naïve listeners (with no exposure to Dutch) were taught Dutch pseudowords and their visual referents. They were trained with only auditory forms or with auditory and orthographic forms. During testing, non-native listeners were less accurate when the target and distractor pseudowords formed a minimal pair (differing in only one vowel) than when they formed a non-minimal pair, and performed better on perceptually easy than on perceptually difficult minimal pairs. For perceptually difficult minimal pairs, Dutch learners performed better than naïve listeners and Dutch proficiency predicted learners’ word recognition accuracy. Most importantly and as predicted, exposure to orthographic forms during training aided performance on minimal pairs with congruent orthography, while it hindered performance on minimal pairs with incongruent orthography.
Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language
Frontiers in Communication, 2019
The orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. Italian L1 learners of English as a Second Language (English L2) were exposed to English L2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represent a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers.
Applied Psycholinguistics, 2009
The generality of the orthographic consistency effect in speech recognition tasks previously reported for Portuguese beginning readers was assessed in French-speaking children, as the French orthographic code presents a higher degree of inconsistency than the Portuguese one. Although the findings obtained with the French second graders replicated the generalized consistency effect (both for words and pseudowords, in both lexical decision and shadowing) displayed by the Portuguese second to fourth graders, the data obtained with the French third and fourth graders resembled the adult pattern, with the orthographic effect restricted to lexical decision. This suggests that, in the course of literacy acquisition, the overall orthographic inconsistency of the language's orthographic code influences the rate at which orthographic representations will impact on spoken word recognition.