Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input

Hayes‐Harb, Rachel; Nicol, Janet; Barker, Jason

doi:10.1177/0023830910371460

Cited by 95 publications

(120 citation statements)

References 10 publications

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“…The results revealed that orthographic information presented during word learning yielded a negative effect on listeners' performance with minimal pairs whose grapheme-phoneme correspondences were incongruent across languages but yielded a positive effect when these were congruent. This is in line with previous studies "that have found orthographic cues which do not follow the native orthographic conventions to be a hindrance to speech perception [28] and word learning [29]" [24] (p. 394). Results from this study highlight the significant role that orthographic mappings play in lexical competition in bilinguals.…”

Section: Orthographic Effects In Spoken Languagesupporting

confidence: 92%

Cross-Linguistic Orthographic Effects in Late Spanish/English Bilinguals

Dean

Kroff

2017

Languages

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Through the use of the visual world paradigm and eye tracking, we investigate how orthographic-phonological mappings in bilinguals promote interference during spoken language comprehension. Eighteen English-dominant bilinguals and 13 Spanish-dominant bilinguals viewed 4-picture visual displays while listening to Spanish-only auditory sentences (e.g., El detective busca su banco 'The detective is looking for his bench') in order to select a target image. Stimuli included two types of trials that represent potential conflict in bilinguals: b-v trials, e.g., banco-vaso 'bench-glass', representing homophonous phonemes with distinct graphemic representations in Spanish, and j-h trials, e.g., juego-huevo 'game-egg', representing interlingual homophonous phonemes with distinct graphemic representations. Data were collected on accuracy, reaction time (RT), and mean proportion of target fixation. Reaction Time results indicate that Spanish-dominant speakers were slower when the competitor was present in b-v trials, though no effects were observed for English-dominant speakers. Eye-tracking results indicate a lack of competition effects in either set of trials for English-dominant speakers, but lower proportional target fixations for Spanish-dominant speakers in both sets of trials when an orthographic/phonological distractor was present. These results suggest that Spanish-dominant bilinguals may be influenced by the orthographic mappings of their less-dominant L2 English, providing new insight into the nature of the interaction between the orthography and phonology in bilingual speakers.

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Section: Orthographic Effects In Spoken Languagesupporting

confidence: 92%

Cross-Linguistic Orthographic Effects in Late Spanish/English Bilinguals

Dean

Kroff

2017

Languages

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“…However, we have also seen that there are limits to the utility of orthographic input in supporting learners' target-like acquisition of words' forms—the literature provides cases where written input either had no beneficial effect (Simon et al, 2010; Hayes-Harb and Hacking, 2015; Showalter and Hayes-Harb, 2015) or in fact interfered with the target-like acquisition of L2 word forms (e.g., Hayes-Harb et al, 2010; Young-Scholten and Langer, 2015). Two factors that have emerged as possibly associated with whether or not orthographic input supports or interferes with word form learning are (i) whether the writing system is shared by the native language and the L2, and (ii) if the writing system is shared, whether the relevant grapheme-phoneme correspondences are also shared.…”

Section: Introductionmentioning

confidence: 89%

The Influence of the Pinyin and Zhuyin Writing Systems on the Acquisition of Mandarin Word Forms by Native English Speakers

Hayes‐Harb

Cheng

2016

Front. Psychol.

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The role of written input in second language (L2) phonological and lexical acquisition has received increased attention in recent years. Here we investigated the influence of two factors that may moderate the influence of orthography on L2 word form learning: (i) whether the writing system is shared by the native language and the L2, and (ii) if the writing system is shared, whether the relevant grapheme-phoneme correspondences are also shared. The acquisition of Mandarin via the Pinyin and Zhuyin writing systems provides an ecologically valid opportunity to explore these factors. We first asked whether there is a difference in native English speakers' ability to learn Pinyin and Zhuyin grapheme-phoneme correspondences. In Experiment 1, native English speakers assigned to either Pinyin or Zhuyin groups were exposed to Mandarin words belonging to one of two conditions: in the “congruent” condition, the Pinyin forms are possible English spellings for the auditory words (e.g., < nai> for [nai]); in the “incongruent” condition, the Pinyin forms involve a familiar grapheme representing a novel phoneme (e.g., < xiu> for [ɕiou]). At test, participants were asked to indicate whether auditory and written forms matched; in the crucial trials, the written forms from training (e.g., < xiu>) were paired with possible English pronunciations of the Pinyin written forms (e.g., [ziou]). Experiment 2 was identical to Experiment 1 except that participants additionally saw pictures depicting word meanings during the exposure phase, and at test were asked to match auditory forms with the pictures. In both experiments the Zhuyin group outperformed the Pinyin group due to the Pinyin group's difficulty with “incongruent” items. A third experiment confirmed that the groups did not differ in their ability to perceptually distinguish the relevant Mandarin consonants (e.g., [ɕ]) from the foils (e.g., [z]), suggesting that the findings of Experiments 1 and 2 can be attributed to the effects of orthographic input. We thus conclude that despite the familiarity of Pinyin graphemes to native English speakers, the need to suppress native language grapheme-phoneme correspondences in favor of new ones can lead to less target-like knowledge of newly learned words' forms than does learning Zhuyin's entirely novel graphemes.

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“…Language and Speech. DOI: 10.1177/002383091878014 6 2008; Hayes-Harb, Nicol, & Barker, 2010;Pytlyk, 2011) and beginner learners, typically with one or two years of L2 exposure (e.g., Young-Scholten & Langer, 2015;Zampini, 1994). There has been little research on learners with longer length of study (e.g., ten years in both Bassetti, 2017, andAtkinson, 2015) and almost no research on late bilinguals who have finished studying the language (with the exception of research using pseudowords, e.g., Piske et al, 2002; but see Vokic, 2011).…”

Section: The Present Studymentioning

confidence: 99%

Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs

et al. 2018

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A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.For more information, please contact the WRAP Team at: wrap@warwick.ac.uk Bassetti, Sokolović-Perović, Mairano, & Cerni (2018, online first) Orthography-induced length contrasts in the second language phonological systems of L2 speakers of English: Evidence from minimal pairs. Language and Speech. DOI: 10. Abstract Research shows that the orthographic forms ('spellings') of second language (L2) words affect speech production in L2 speakers. The present study investigated whether English orthographic forms lead L2 speakers to produce English homophonic word pairs as phonological minimal pairs. Targets were 33 orthographic minimal pairs, that is to say homophonic words that would be pronounced as phonological minimal pairs if orthography affects pronunciation. Word pairs contained the same target sound spelled with one letter or two, such as the /n/ in finish and Finnish (both /ˈfɪnɪʃ/ in Standard British English). To test for effects of length and type of L2 exposure, we compared Italian instructed learners of English, Italian-English late bilinguals with lengthy naturalistic exposure, and English natives. A reading aloud task revealed that Italian speakers of English L2 produce two English homophonic words as a minimal pair distinguished by different consonant or vowel length, for instance producing the target /ˈfɪnɪʃ/ with a short [n] or a long [nː] to reflect the number of consonant letters in the spelling of the words finish and Finnish. Similar effects were found on the pronunciation of vowels, for instance in the orthographic pair scene-seen (both /siːn/). Naturalistic exposure did not reduce orthographic effects, as effects were found both in learners and in late bilinguals living in an English-speaking environment. It appears that the orthographic form of L2 words can result in the establishment of a phonological contrast that does not exist in the target language. Results have implications for models of L2 phonological development. Bassetti, Sokolović-Perović, Mairano, & Cerni (2018, online first) Orthography-induced length contrasts in the second language phonological systems of L2 speakers of English: Evidence from minimal pairs. Language and Speech. DOI: 10.1177/002383091878014 2 Unlike native languages, second languages are often acquired through a mixture of spoken and written input. Recent research shows that the orthographic forms, or spellings, of second language (L2) sounds and words affect L2 speech production (Bassetti, Hayes-Harb, & Escudero, 2015), and there have been claims that L2 orthographic forms may lead L2 speakers to establish phonological contrasts that do not exist in the target language (Bassetti, 2017). The present paper therefore aims to investigate the...

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Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input

Cited by 95 publications

References 10 publications

Cross-Linguistic Orthographic Effects in Late Spanish/English Bilinguals

Cross-Linguistic Orthographic Effects in Late Spanish/English Bilinguals

The Influence of the Pinyin and Zhuyin Writing Systems on the Acquisition of Mandarin Word Forms by Native English Speakers

Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs

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