A similarity in word-recognition procedures among second language readers with different first language backgrounds

Nobuhiko Akamatsu

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

Abstract

This study investigated word recognition among fluent readers of English as a second language (ESL). Specifically, the study examined whether ESL readers' first language (L1) affects the procedures underlying second language word recognition, with respect to the effects of word frequency and regularity on word recognition. The results revealed a similarity in word-recognition procedures between fluent ESL readers with various L1 backgrounds (i.e., Chinese, Japanese, and Persian). In processing high-frequency words, all the ESL groups recognized exception words as quickly as regular words; low-frequency exception words, on the contrary, took longer to recognize than low-frequency regular words.

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