Can orthography influence second language syllabic segmentation?

Detey, Sylvain; Nespoulous, Jean Luc

doi:10.1016/j.lingua.2007.04.003

Cited by 50 publications

(13 citation statements)

References 34 publications

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“…Most research on Japanese speakers’ pronunciation of English consonants has focused on the /l/-/r/ contrast (Aoyama, Flege, Guion, Akahane-Yamada & Yamada, 2004). For vowels, most researchers investigated the lack of qualitative distinction between /ɪ/ and /iː/, both generally produced as Japanese /i/ (Tsukada, 2009b; Ueyama, 2003), the consistent substitution of schwa with other vowels, and vowel epenthesis (for effects of orthography on these, see e.g., Detey & Nespoulous, 2008; Dupoux, Kakehi, Hirose, Pallier & Mehler, 1999). These effects of L1 phonology may in fact be reinforced by Japanese orthographic input, as kana does not distinguish /l/-/r/ (e.g., both loanwords <glass> and <grass> are クラス in katakana; Okada, 2015).…”

Section: Introductionmentioning

confidence: 99%

English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

2019

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There is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2 speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2 bilinguals and English native speakers (both n = 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as in city-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.

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Section: Introductionmentioning

confidence: 99%

English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

2019

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“…Fewer studies had demonstrated that the presence of the orthographic form during L2 learning affects phonological awareness in comparison to the auditory input alone. For instance, Detey and Nespoulous (2008) found that L2 written forms led Japanese L1 speakers during syllabic segmentation to add epenthetic vowels in French L2 pseudowords containing consonant clusters that are not legal in L1 Japanese. This error did not occur if the pseudowords were learned without the written form (see also Young-Scholten et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

Cerni

Bassetti

Masterson³

2019

Front. Commun.

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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.

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“…Detey and Nespoulous (2008) employed a different type of phonological awareness task: syllable counting. They examined the syllable-counting performance by native Japanese learners of French in three conditions: auditory, visual (written forms), and audiovisual.…”

Section: Orthography and L2 Phonological Awarenessmentioning

confidence: 99%

The influence of orthography in second language phonological acquisition

Hayes‐Harb

Barrios

2021

Lang. Teach.

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We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we review studies of the influence of written input on L2 phonological awareness, phoneme perception, the acquisition of phonological processes and syllable structure, and the pronunciation and recognition of words. We elaborate the variables that appear to moderate written input effects: (1) whether or not a novel phonological contrast is systematically represented by the L2 writing system (systematicity); (2) whether some or all of the L2 graphemes are familiar to learners from the L1 (familiarity); (3) for familiar graphemes, whether the native language (L1) and the L2 employ the same grapheme-phoneme correspondences (congruence); and (4) the ability of learners to perceive an auditory contrast that is systematically represented in writing (perceptibility). We conclude by calling for future research on the pedagogical implications of this body of work, which has thus far received very little attention by researchers.

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Can orthography influence second language syllabic segmentation?

Cited by 50 publications

References 34 publications

English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

The influence of orthography in second language phonological acquisition

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