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

第二语言(L2)的成年学习者通过听、读或两者兼而有之的方式来接触生词。在这个项目中，我们考察了书面正字法输入对二语学习和处理的影响。我们将考察正字法对二语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的单词的能力，以及构建语音表征和准确发音的能力。我们为期3年的研究项目的结构是三层的。在工作包1中，我们将回顾文献并执行正字法效应的荟萃分析。在Work Package 2中，我们将设计实验来明确拼写输入在二语学习和加工中的作用，以确定这些影响是特定于拼写输入还是可以通过替代编码获得，取决于学习过程中拼写输入的时间安排，随着时间的推移而演变，取决于语言材料，取决于拼写形式的体验，取决于参与者。在Work Package 3中，我们将设计实验，以了解当输入中不存在拼写时，拼写信息的影响。我们将考察学习者是否产生了他们只在听觉上(听过但没有看到写过)的新词的拼写表征，这反过来又影响了他们的发音，自我生成的拼写表征的差异是否解释了学习者在发音和词汇学习方面的表现差异，以及第二语言使用者是否自动激活了他们对单词的拼写表征。这一合作项目建立在三位科学协调员早些时候发表的工作基础上，这三位协调员已经合作多年。它得益于协调员和其他项目参与者在心理语言学、语音学和音位学、统计学、语料库语言学和第二语言教育学方面的互补专业知识。除了在理解识字者如何处理新信息和理解第二语言习得方面的理论见解之外，该项目还关注正字法对第二语言学习的影响，对教育项目具有重大意义。

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.