Unfamiliar orthographic information and second language word learning
A novel lexicon study
Datos Bibliográficos
| ID | 11655773 |
|---|---|
| Autores | Catherine E Showalter (0000-0003-0869-015X, Indiana University, autor de correspondencia), Rachel Hayes‐harb (0000-0003-3115-6289, University of Utah), Rachel Hayes-Harb (University of Utah) |
| Año | 2013 |
| Volumen | 29 |
| Número | 2 |
| Páginas | 185-200 |
| Fecha de publicación | 2013-04-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Second language Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0267658313480154 |
| OpenAlex | W2123841549 |
| Idioma | EN |
| Citas recibidas | 31 |
| Referencias citadas | 18 |
Recent research indicates that knowledge of words’ spellings can influence knowledge of the phonological forms of second language (L2) words when the first and second languages use the same orthographic symbols. It is yet unknown whether learners can make similar use of unfamiliar orthographic symbols. In this study we investigate whether native English speakers use orthographic tone marks to help them associate lexical tone with new L2 words? Native English speakers with no knowledge of Mandarin were assigned to ‘Tone Marks’ or ‘No Tone Marks’ word learning groups. During a word learning phase, they learned to associate Mandarin nonwords varying in lexical tone with orthographic forms (written in pinyin with/without tone marks) and pictured ‘meanings’. In Experiment 1, participants were asked whether a picture associated with, for example, tone 1 matched an auditory form containing tone 2. Tone Marks participants outperformed No Tone Marks participants, suggesting that the availability of unfamiliar orthographic symbols helped them associate lexical tone with the new words. In Experiment 2, the test involved matching an orthographic representation and an auditory word. Tone Marks participants performed above chance, while No Tone Marks participants did not, indicating that Tone Marks participants learned the correspondences between auditory tones and tone marks to some extent. We conclude that the presence of a novel orthographic feature (in this case, tone marks) can support native English speakers’ ability to associate a novel phonological feature (in this case, lexical tone) with newly-learned lexical items
Lexicon · Linguistics · Mandarin Chinese · Orthography · Reading (process · Tone (literature · Phonetics and Phonology Research · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Phonological Training and Word Learning in a Novel Language
The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French
Plasticity in Second Language Learning
Written input and the encoding of L2 phonological contrasts
The Influence of Orthography on Oral Vocabulary Acquisition in Learners of Chinese as a Second Language
Effects of Multitalker Input and Instructional Method on the Dimension-Based Statistical Learning of Syllable-Tone Combinations
Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions
From Script to Sound
How Awareness of Orthographic Transparency Benefits the Lexical Encoding of Second Language Vowels
Orthographic influence in the distributional learning of non-native speech sounds
Perceptually Easy Second-Language Phones Are Not Always Easy
An Investigation of Language-Specific and Orthographic Effects in L2 Arabic geminate production by Advanced Japanese- and English-speaking learners
Effects of Orthographic Input and Inhibitory Control on Second-Language Speech Production
Impacts of Visual Sonority and Handshape Markedness on Second Language Learning of American Sign Language
The impact of input mode on incidental vocabulary learning for CSL learners
Orthographic effects and fuzzy phonological representations in L2 auditory processing
The effect of orthography in Mandarin speakers’ production of English voiceless stops
Processing nonnative consonant clusters in the classroom
The influence of foreign scripts on the acquisition of a second language phonological contrast
L1 English / L2 Spanish
The influence of orthography in second language phonological acquisition
Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English
The Effect of Orthography on the Lexical Encoding of Palatalized Consonants in L2 Russian
Auditory-orthographic integration at the onset of L2 speech acquisition
Impact of Cyrillic on Native English Speakers’ Phono-lexical Acquisition of Russian
Cross-Scriptal Orthographic Influence on Second Language Phonology
Acquisition of the Tap-Trill Contrast by L1 Mandarin-L2 English-L3 Spanish Speakers
Development of Mandarin tones and segments by Korean learners
The impact of orthographic forms on speech production and perception
Investigating Orthographic Versus Auditory Cross-Situational Word Learning With Online and Laboratory-Based Testing
Hearing and Seeing Tone Through Color
Categorical perception of English /r/ and /l/ by Japanese bilinguals
Training American listeners to perceive Mandarin tones
A perceptual interference account of acquisition difficulties for non-native phonemes
Training Japanese listeners to identify English / r / and / l /
Orthographic input and phonological representations in learners of Chinese as a foreign language
Learning the Phonological Forms of New Words
Cross-language Perception of Non-native Tonal Contrasts
The Effect of L1 Orthography on Non-native Vowel Perception
Understanding the role of orthography in the acquisition of a non-native vowel contrast
Asymmetric mapping from phonetic to lexical representations in second-language listening
Learning a Tonal Language by Attending to the Tone
Second language acquisition of Mandarin Chinese tones by tonal and non-tonal language speakers
Novel second-language words and asymmetric lexical access
Perceptual learning of Cantonese lexical tones by tone and non-tone language speakers
| Obras citantes distintas | 31 |
|---|---|
| Citas por año | 2,82 |
| Intervalo de citas | 2015 - 2026 (12) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 31 |