Article2008

Influence of First Language Orthographic Experience on Second Language Decoding and Word Learning

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This study examined the influence of first language (L1) orthographic experiences on decoding and semantic information retention of new words in a second language (L2). Hypotheses were that congruity in L1 and L2 orthographic experiences determines L2 decoding efficiency, which, in turn, affects semantic information encoding and retention. College‐level English L2 learners with typologically similar (Korean) and dissimilar (Chinese) L1 backgrounds were participants. Their decoding efficiency was measured by a pseudoword naming task with phonologically regular and irregular conditions. They learned the meaning of the pseudowords paired with pictures. Subsequent recall tasks showed that the Korean group had better overall retention but greater impairment with the irregular pseudowords. These findings suggest that L1 orthographic distance influences L2 word learning processes.

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References

2005Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.1990Vocabulary : description, acquisition and pedagogy 1990Phonological memory deficits in language disordered children: Is there a causal connection?1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1989Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study 1979The organization and activation of orthographic knowledge in reading aloud.1992Language Transfer in Language Learning 1992Chapter 4 The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis

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