Learning to recognize words in english as a second language: Study on the effects of spelling

• María Teresa Martínez García ^[1]
  1. [1] Hankuk University of Foreign Studies

     Hankuk University of Foreign Studies

     Corea del Sur

     
• Localización: Tendencias actuales en fonética experimental: cruce de disciplinas en el centenario del "Manual de Pronunciación Española" (Tomás Navarro Tomás) : [CIFE 2017 : VII Congreso Internacional de Fonética Experimental, Madrid 22-24/11/17] / coord. por Victoria Marrero Aguiar, Eva Estebas Vilaplana; Silvia Carmen Barreiro Bilbao (col.), Juan María Garrido Almiñana (col.), María Beatriz Pérez Cabello de Alba (col.), Nuria Polo Cano (col.), 2017, ISBN 978-84-697-7855-5, págs. 250-254
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this study, we show that second-language (L2) spoken-word recognition is greatly influenced by phonemic differences between the native language (L1) and the second language (L2), and that the pairing of auditory stimuli with orthographic labels can help L2 learners, but it can also hinder their sound categorization. Spanish-speaking English learners (experimental group) completed two listening tasks: An AXB task to determine whether Spanish L2 learners show identification problem in the /b/ vs. /v/ in English and a word monitoring task, in which they monitored words containing either a /b/ or a /v/. Native English listeners (L1 control group) completed the same tasks. The results show a clear effect of L1 on L2 learners’ perception and word recognition, with the control group outperforming the experimental group. These results indicate that L1-L2 phonemic differences have pervasive consequences for spoken-word recognition, and that orthographic information may be either positive or negative in helping learners with categorizing L2 sounds.