Effects of Orthographic Input on Second Language Phonology: The influence of literacy and script familiarity

注：请注意，一些语言/拼音字符被认为是无效的，因此必须删除。成年后学习一门额外的语言会导致不同程度的最终成就，特别是在第二语言(L2)音系学方面。研究揭示了书面输入对二语语音习得的深远影响(Bassetti，2009)。这个项目将扩展我的硕士论文中关于二语正字法和音位学主题的实验范式，将研究不足的人群--低识字移民--包括在内，并调查相关因素，如手写熟悉程度。结果将为二语语音发展理论和二语教学实践提供理论依据。成人二语学习者已经至少知道一种语言，这意味着他们面临着第一语言语音和正字法的干扰(Fge，1987；Jarvis&Pavlenko，2008)。一些人认为正字法输入(即发音的拼写)支持新音素(辅音和元音)的习得，这些新音素被认为与第一语言音素相似(Cutler等人，2006；Escudero等人，2008)。然而，拼写形式会对二语音位产生负面影响，从而导致非目的语输出。例如无声字母的发音(Young-Scholten et al.，1999)，拼写出的音素的省略(Bassetti，2007)，以及用同一字母代表的L1音素代替L2音素，如L2西班牙语中v的发音为v而不是b的发音(Rafat，2013)。首先，他们调查了受过教育的识字学习者，忽略了大量低识字移民，他们的识字培训是学习第二语言的一部分(Tarone，Bigelow&Hansen，2013)。其次，参与者通常是二语学习者，其笔迹与他们的第一语言(通常是罗马字母)匹配。最后，研究集中于二语对比(两个音素之间的差异)的习得，因为两个目标音素被同化为一个第一语言音素，例如L对日本英语学习者的区别(Guion等人，2000年)。本项目旨在通过更平衡地呈现由当代移民模式产生的二语学习者的经验，以及提供二语语音发展的理论模型以及语言和识字教学中的方法，来弥补文献中的这些空白。对于不熟悉第二语言文字的二语学习者来说，正字法输入在口语单词识别和记忆过程中是否有帮助、阻碍或不可用，无论是由于对不同文字的识字能力，还是由于他们的第一语言文字识字能力较低？2.对于识字学习者来说，如果第二语言音素不能同化到第一语言类别，并且可以进行视觉分析，那么是否存在识别和保持优势？这取决于文字的熟悉度吗？结果将：1。扩大对书写输入如何与声音系统相互作用的理解，并影响早期的二语语音发展2。增加识字技能对语言发展的影响的知识，特别是对LESLLA(低教育程度语言和识字习得)论坛的研究做出贡献。方法一系列实验将用一种基于非罗马文字和目标L2发音的新型伪语言教授单词，这些发音与L1不相似(例如阿拉伯语和祖鲁语点击辅音)。实验将通过对比识字水平低的、识字的手写熟悉的和识字的手写不熟悉的组，实验性地操纵拼写输入的存在，来考察手写熟悉和拼写输入对不熟悉音素对比的基本影响。在每种情况下，准确度测量将指示正字法输入何时有助于或阻碍二语语音习得，而眼球跟踪将提供关于影响位置的指示。

NB: Please note that some linguistic / phonetic characters were deemed invalid and so had to be removed.Learning an additional language in adulthood results in varying levels of final attainment, particularly in second language (L2) phonology. Research has revealed far-reaching effects of written input on L2 phonological attainment (Bassetti, 2009). This project will extend the experimental paradigm piloted by my Masters thesis on the topic of L2 orthography and phonology to include an understudied population-low-literate immigrants-and investigate relevant factors such as script familiarity. Results will inform theories of L2 phonological development and L2 teaching practice.Adult L2 learners already know at least one language, meaning they face interference from first language (L1) phonology and orthography (Flege, 1987; Jarvis & Pavlenko, 2008). Some argue orthographic input (i.e., the spelling of sounds) supports the acquisition of new phonemes (consonant and vowels) that are perceived as similar to an L1 phoneme (Cutler et al., 2006; Escudero et al., 2008). However, orthographic forms can negatively influence L2 phonology, resulting in non-target production. Examples include the pronunciation of silent letters (Young-Scholten et al., 1999), the omission of phonemes that are spelt out (Bassetti, 2007), and the substitution of the L2 phoneme with a L1 phoneme represented by the same letter, such as the pronunciation of v as v rather than b in L2 Spanish (Rafat, 2013).These studies have limited scope. First, they have investigated educated, literate learners, overlooking the large population of low-literate immigrants whose literacy training comes as part of learning their L2 (Tarone, Bigelow & Hansen, 2013). Second, participants are typically learners of an L2 whose script matches that of their L1 (usually the Roman alphabet). Finally, studies have focused on the acquisition of L2 contrasts (differences between two phonemes) that are difficult to perceive because the two target phonemes are assimilated to a single L1 phoneme, such as the l r distinction for Japanese learners of English (Guion et al., 2000). This project intends to address these gaps in the literature by offering a more balanced representation of L2 learner experiences generated by contemporary migration patterns, as well as informing theoretical models of L2 phonological development and approaches in language and literacy teaching.Research questions1. Is orthographic input helpful, hindering or inaccessible during spoken word recognition and retention in L2 learners who are unfamiliar with L2 script, either due to literacy in a different script or low-literacy in their L1?2. Is there a recognition and retention advantage for literate learners where L2 phonemes do not assimilate to L1 categories and visual analysis is available? Is this dependent on script familiarity?Results will:1. Expand understanding of how written input interacts with sound systems, and influences early L2 phonological development2. Add to knowledge of the impact of literacy skills on language development generally and specifically contribute to research by the LESLLA (Low-Educated Language and Literacy Acquisition) forum.MethodologyA series of experiments will teach words in a novel pseudo-language based on non-Roman script and target L2 sounds that are not similar to the L1 (e.g. Arabic script and Zulu click consonants). Experiments will examine the basic effects of script familiarity and orthographic input on unfamiliar phoneme contrasts by contrasting low-literate, literate script-familiar and literate script-unfamiliar groups, experimentally manipulating the presence of orthographic input. In each case, accuracy measures will indicate when orthographic input can help or hinder L2 phonology acquisition, and eye-tracking will provide indications as to the locus of the effect.