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

L2-Spell：正字法对第二语言单词学习和处理的影响

• 批准号: 529011267
• 负责人: Professorin Dr. Audrey Bürki, Ph.D.
• 金额: --
• 依托单位: Laboratoire de Psychologie et NeuroCognition
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/529011267?language=en
• 关键词: L2; Spell; impact; orthography; second

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.

第二语言的成人学习者（L2）通过听到新单词，阅读或两者兼而有之遇到了新单词。在这个项目中，我们研究了书面拼字法对L2学习和处理的影响。我们将研究拼字法对L2单词学习的各个方面的影响：识别单词并将其与其含义相关联的能力，感知音素的能力，产生映射到预期含义上的单词的能力以及构建语音表示并准确发音的能力。我们三年研究项目的结构是三倍。在工作包1中，我们将审查文献并执行拼字法效应的荟萃分析。在工作包2中，我们将设计实验来指定L2学习和处理中的角色拼字法输入，以确定这些效果：是否特定于拼字法或可以通过替代编码来获得，取决于学习过程中正形输入的时间，随着时间的流逝而随着时间的流逝，依赖于语言形式，取决于矫正形式，取决于经历的方式，依赖于参与者。在工作包3中，我们将设计实验，以了解输入中不存在拼字法时拼字信息的影响。我们将研究学习者是否会产生他们仅遇到的新颖单词的拼字法（听到但未见过书面），这反过来又影响了他们的发音，这是否会在自我生成的正交形象表示上的差异解释了跨学习者的发音和词汇学习中的表现差异，以及L2扬声器是否会自动激活单词的或自动激活单词的文字。这个协作项目建立在三个科学协调员的早期发表的工作基础上，他们共同努力了很多年。它受益于协调员和其他项目参与者的补充专业知识，心理语言学，语音和语音学，统计学，语料库语言学和第二语言教学法。除了理解识字说话者如何处理新信息和理解第二语言获取的理论见解之外，该项目的重点是矫正术对第二语言学习的影响，对教育计划具有重大影响。