Cross-Scriptal Orthographic Influence on Second Language Phonology
Bibliographic Data
| ID | 5901253 |
|---|---|
| Authors | Louise Shepperd (0000-0002-9857-1084, Radboud University Nijmegen, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Issue | 6 |
| Pages | 210 |
| Publication date | 2024-06-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages9060210 |
| OpenAlex | W4399435812 |
| Language | EN |
| Citations received | 3 |
| References cited | 83 |
Learners of additional languages, particularly in adulthood and instructed settings, are typically exposed to large quantities of written input from the earliest stages of learning, with varied and far-reaching effects on L2 phonology. Most research investigating this topic focuses on learning across languages that share the same orthographic script, often involving the Latin alphabet and English. Without exploring phonological learning over a greater diversity of spoken and written language combinations, our understanding of orthographic effects on L2 phonology remains narrow and unrepresentative of the many individuals acquiring languages across writing systems, globally. This paper draws together preliminary research relating to the influence of written input, in a distinct script from known languages, on L2 phonology. Studies are grouped into those with naïve participants, where the written forms are entirely unfamiliar to the participant, and those with experienced learners, who have varying levels of proficiency and familiarity with the target orthography. While there is great scope and need for further investigation, initial evidence suggests that even entirely unfamiliar written input impacts phonological learning and is certainly influential with growing proficiency in the spoken and written language. The article concludes with theoretical and methodological considerations for future research in this emerging field
Alphabet · Linguistics · Orthography · Phonology · Reading (process · Scope (computer science · Written language · Computer Science · EFL/ESL Teaching and Learning · Phonetics and Phonology Research · Psychology · Reading and Literacy Development
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| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |