Use orthography in L2 auditory word learning: Who benefits?

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Title:	Use orthography in L2 auditory word learning: Who benefits?
Authors:	Hu, Chieh-Fang 胡潔芳
Contributors:	臺北市立教育大學英語教學系
Keywords:	Phonological Awareness Mandarin Chinese English (Second Language) Second Language Learning Second Language Instruction Written Language Oral Language Phoneme Grapheme Correspondence Vocabulary Development Children
Date:	2008
Issue Date:	2009-07-07 10:21:12 (UTC+8)
Abstract:	The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor PA may constrain auditory word learning in an L2 context.
Relation:	Reading and Writing: An Interdisciplinary Journal, v21 n8, p.823-841
Appears in Collections:	[Department of English Instruction] Periodical Articles

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