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

正字法输入对第二语言音系的影响：读写能力和文字熟悉程度的影响

• 批准号: 1943354
• 金额: --
• 依托单位: University of York
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1943354
• 关键词: Effects; Orthographic; Input; Second; Language

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.

注：请注意，某些语言/语音字符被认为是无效的，因此必须删除。在成年后学习另一种语言会导致最终达到不同的水平，特别是在第二语言（L2）语音方面。研究表明，书面输入对二语语音习得有深远的影响（Bassetti，2009）。这个项目将扩展我的硕士论文的主题L2正字法和音韵学的实验范式，包括一个未充分研究的人口低识字移民，并调查相关因素，如脚本熟悉。研究结果将为二语语音发展理论和二语教学实践提供参考。成年二语学习者已经掌握了至少一种语言，这意味着他们面临着第一语言（L1）语音和正字法的干扰（Festival，1987; Jarvis & Pavlenko，2008）。有些人认为正字法输入（即，声音的拼写）支持被感知为类似于L1音素的新音素（辅音和元音）的获得（Cutler等人，2006; Escudero等人，2008年）。然而，正字法会对第二语言语音产生负面影响，导致非目标产出。例子包括无声字母的发音（Young-Scholten等人，1999），省略拼写出来的音素（Bassetti，2007），以及用同一字母表示的L1音素替代L2音素，例如在L2西班牙语中将v发音为v而不是B（Rafat，2013）。这些研究范围有限。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的识字培训是学习L2的一部分（Tarone，Bigelow和汉森，2013）。其次，参与者通常是第二语言的学习者，他们的脚本与他们的第一语言（通常是罗马字母）相匹配。最后，研究集中在L2对比（两个音素之间的差异）的习得上，这是难以感知的，因为两个目标音素被同化为单个L1音素，例如日本英语学习者的l r区别（Guion等人，2000）。该项目旨在通过提供当代移民模式所产生的L2学习者经验的更平衡的代表性，以及告知L2语音发展的理论模型和语言和识字教学方法来解决文献中的这些差距。对于不熟悉第二语言文字的第二语言学习者来说，无论是因为他们的第一语言文字水平低还是因为他们的第二语言文字水平低，正字法输入在口语单词的识别和记忆过程中是有帮助的，还是有阻碍的，还是无法实现的？2.对于识字的学习者来说，在第二语言音素不同化为第一语言类别和视觉分析可用的情况下，是否存在识别和保留优势？这取决于脚本熟悉度吗？结果将：1.扩大对书面输入如何与声音系统相互作用的理解，并影响早期L2语音发展2。添加到知识的识字技能对语言发展的影响，一般和具体的LESLLA（低学历的语言和识字收购）forum.MethodologyA一系列的实验将教一个新的伪语言的基础上非罗马脚本和目标L2的声音，是不类似的L1（如阿拉伯语脚本和祖鲁语点击辅音）的话。实验将检查脚本熟悉和正字法输入的基本影响不熟悉的音素对比对比低识字，识字的脚本熟悉和识字的脚本不熟悉的群体，实验操纵存在的正字法输入。在每一种情况下，准确性的措施将表明，当正字法输入可以帮助或阻碍第二语言语音习得，眼动跟踪将提供指示的影响的轨迹。