L2-Spell: the impact of orthography on second language wordlearning and processing

第二语言的成人学习者通过听、阅读或两者来接触新单词。在这个项目中，我们研究了书写输入对第二语言学习和加工的影响。我们将研究正字法对L2单词学习的各个方面的影响：识别单词并将其与其含义联系起来的能力，感知音素的能力，产生映射到预期含义的单词的能力，以及建立语音表征和准确发音单词的能力。我们的三年研究项目的结构是三重的。在工作包1中，我们将回顾文献，并进行正交效应的荟萃分析。在工作包2中，我们将设计实验来指定正字法输入在第二语言学习和处理中的作用，以确定这些效果是否：是特定于正字法或可以通过替代编码获得，取决于学习过程中正字法输入的时间，随着时间的推移而演变，取决于语言材料，取决于如何体验正字法形式，取决于参与者。在工作包3中，我们将设计实验来了解当输入中不存在正字法时正字法信息的影响。我们将研究学习者是否产生的新的单词，他们只遇到了courageorily（听说过，但没有看到书面），这反过来又影响他们的发音，在自我生成的正字法表示的差异是否占在发音和词汇学习的学习者的表现差异，以及是否L2扬声器自动激活他们的正字法表示的话。这一合作项目以三位科学协调员先前发表的工作为基础，他们已经合作多年。它受益于协调员和其他项目参与者在心理语言学，语音学和音韵学，统计学，语料库语言学和第二语言教学法方面的互补专业知识。在理解识字者如何处理新信息和理解第二语言习得的理论见解之上，该项目通过关注正字法对第二语言学习的影响，对教育计划具有重大意义。

Adult learners of a second language (L2) encounter new words by hearing them, reading them or both. In this project, we examine the influence of written orthographic input on L2 learning and processing. We will examine the impact of orthography on all aspects of L2 word learning : the ability to recognize words and associate them with their meanings, the ability to perceive phonemes, the ability to produce words that map onto the intended meaning, and the ability to build phonological representations and to accurately pronounce the words. The structure of our 3-year research project is threefold. In Work package 1, we will review the literature and perform meta-analyses of orthographic effects. In Work package 2, we will design experiments to specify the role orthographic input in L2 learning and processing to determine whether these effects: are specific to orthography or can be obtained with alternative coding, depend on the timing of orthographic input during learning, evolve over time, depend on the linguistic material, depend on how the orthographic form is experienced, depend on participants. In Work package 3, we will design experiments to understand the impact of orthographic information when orthography is not present in the input. We will examine whether learners generate orthographic representations of novel words that they have encountered only auditorily (have heard but not seen written) which in turn influence their pronunciation, whether differences in self-generated orthographic representations account for differences in performance in pronunciation and vocabulary learning across learners, and whether L2 speakers automatically activate their orthographic representations of words. This collaborative project builds on the earlier published work of the three scientific coordinators, who have worked together for many years. It benefits from the complementary expertise of the coordinators and other project participants, in psycholinguistics, phonetics and phonology, statistics, corpus linguistics, and second language pedagogy. On top of theoretical insights on understanding how literate speakers process new information and on understanding second language acquisition, this project, by its focus on the impact of orthography on second language learning, has major implications for educational programs.