Similarity and difference in learning L2 word-form
Similarity and difference in learning L2 word-form
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DOI：
10.1016/j.system.2011.10.011
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发表时间：
2011-12-01
期刊：
影响因子：
6
通讯作者：
Koda, Keiko
中科院分区：
文献类型：
--
作者：
Hamada, Megumi;Koda, Keiko
本研究从跨语言的角度探讨了二语书面构词学习中的相似性和差异性。本研究调查了学习者的母语拼写背景是否会影响二语视觉词的识别（例如，Wang等人，2003），也影响了第二语言的词形学习，特别是在记住单词的拼写的语音和图形特征的敏感性。两组大学水平的ESL学生，中国L1（N = 20）和韩国L1（N = 20），阅读一篇文章，并通过从四个选项的伪词中识别它们来回忆文章中嵌入的伪词：（a）相同的拼写，（B）语音上类似于相同的拼写，（c）图形上类似于相同的拼写，以及（d）与相同的拼写无关的字母串。他们还推断出了伪词的含义。选项和意义推断结果的百分比分布在两组之间似乎是相同的，但特征识别回忆的反应模式在两组之间存在差异。教学意义和未来的研究建议进行了讨论。(C)2011爱思唯尔有限公司版权所有。
This study explored similarity and difference in L2 written word-form learning from a cross-linguistic perspective. This study investigated whether learners' L1 orthographic background, which influences L2 visual word recognition (e.g., Wang et al., 2003), also influences L2 word-form learning, in particular, the sensitivity to phonological and graphic features of L2 words in remembering the words' spelling. Two groups of college-level ESL students, Chinese L1 (N = 20) and Korean L1 (N = 20), read a passage and recalled pseudowords embedded in the passage by identifying them from among pseudowords with four options: (a) identical spelling, (b) phonologically similar to the identical spelling, (c) graphically similar to the identical spelling, and (d) letter string unrelated to the identical spelling. They also inferred the meaning of the pseudowords. The percentage distribution of the options and meaning-inference outcome appeared to be the same between the groups, yet the response patterns in feature recognition recall showed a difference between the groups. Pedagogical implications and future study recommendations are discussed. (C) 2011 Elsevier Ltd. All rights reserved.