Orthographic input and phonological representations in learners of Chinese as a foreign language
Bibliographic Data
| ID | 19509342 |
|---|---|
| Authors | Bene Bassetti (0000-0003-4547-4085, University of London, corresponding author), Benedetta Bassetti (University of London and University of Oxford) |
| Year | 2006 |
| Volume | 9 |
| Issue | 1 |
| Pages | 95-114 |
| Publication date | 2006-07-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Written Language & Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1387-6732 • E-ISSN: 1570-6001 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/wll.9.1.07bas |
| OpenAlex | W2077436078 |
| Language | EN |
| Citations received | 38 |
| References cited | 7 |
This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals’ performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phonological representations of Chinese rimes in beginner learners of Chinese as a foreign language, using a phoneme counting task and a phoneme segmentation task. Results show that learners do not count or segment the main vowel in those syllables where it is not represented in the pinyin (romanisation) orthographic representations. It appears that the pinyin orthographic input is reinterpreted according to L1 phonology–orthography correspondences, and interacts with the phonological input in shaping the phonological representations of Chinese syllables in beginner learners. This explains previous findings that learners of Chinese do not pronounce the main vowel in these syllables
Chinese characters · Linguistics · Orthography · Phonology · Pinyin · Pronunciation · Romanization · Vowel · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
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From Script to Sound
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The Routledge Handbook of Scripts and Alphabets
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The Influence of Written Stress Marks on Native English Speakers’ Acquisition of Russian Lexical Stress Contrasts
L1 English / L2 Spanish
On the role of orthography in L2 vowel production
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Orthographic activation in spoken word recognition of L2 phonological variants
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The influence of orthography in second language phonological acquisition
Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English
Learning the Phonological Forms of New Words
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Phonology acquisition in Spanish learners of Dutch
Chinese L2 Literacy Development
Development of Mandarin tones and segments by Korean learners
Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker-Level Predictors
Can orthography influence second language syllabic segmentation
Does awareness of speech as a sequence of phones arise spontaneously?
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The phonological acquisition of Putonghua (Modern Standard Chinese)
Can children and adults focus on sound as opposed to spelling in a phoneme counting task
Phonemic segmentation and spelling
First Language Influences on Second Language Word Reading
| Unique citing works | 38 |
|---|---|
| Citations per year | 2,11 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 38 |