AcknowledgmentsWe are grateful to Yuki Tokumaru and Jean-Marc Dewaele for help at different stages of the experiment. AbstractAn experiment investigated whether Japanese speakers' categorization of objects and substances by shape or material is influenced by acquiring English. Based on Imai and Gentner (1997), subjects were presented with an item such as a cork pyramid and asked to choose between two other items that matched it for shape (plastic pyramid) or for material (piece of cork). The hypotheses were that for simple objects the number of shapebased categorizations would increase according to experience of English and that the preference for shape-and material-based categorizations of Japanese speakers of English would differ from mono lingual speakers of both languages. Subjects were 18 adult Japanese users of English who had lived in English-speaking countries between six months and three years (short-stay group), and 18 who had lived in English-speaking count ries for three years or more (long-stay group). Both groups achieved above criterion on an English vocabulary test. Results were: both groups preferred material responses for simple objects and substances but not for complex objects, in line with Japanese mono linguals, but the long-stay group showed more shape preference than the short-stay group and also were less different from American monolinguals. These effects of acquiring a second lang uage on cat eg orization have implications for conceptual representation and methodology.

In spite of burgeoning evidence that the orthographic forms ('spellings') of second language (L2) words affect L2 learners' pronunciation, little is known about the pronunciation of known words in experienced learners. In a series of four studies, we investigated various orthographic effects on the pronunciation of L2 English words in instructed learners with ten years' experience of learning English. Participants were native users of the phonologically transparent Italian writing system. Study 1 investigated the pronunciation of 'silent letters', using a word reading task and a word repetition task. Study 2 examined the effects of vowel spelling on vowel duration, namely whether L2 speakers produce the same target vowel as longer when it is spelled with a vowel digraph than with a singleton letter. Study 3 explored the effects of the morphemic spelling of the past tense marker using a verb paradigm production task. Study 4 tested whether L2 speakers produce homophonic words differently when they are spelled differently. Results confirmed that orthographic forms affect experienced instructed learners' pronunciation of known words, albeit less so in immediate word repetition than in reading aloud tasks.

Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of English L2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and English L2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared. The English L2 speakers produced the same consonant as shorter when it was spelled with a single letter, and longer when spelled with a double letter. Spelling did not affect consonant duration in native English speakers. In Experiment 2, effects of orthographic input were investigated by comparing 2 groups of English L2 speakers (Italians) performing a delayed word repetition task with or without orthographic input; the same orthographic effects were found in both groups. These results provide arguably the first evidence that L2 orthographic forms can lead experienced L2 speakers to make a contrast in their L2 production that does not exist in the language. The effect arises because L2 speakers are affected by the interaction between the L2 orthographic form (number of letters), and their native orthography-phonology mappings, whereby double consonant letters represent geminate consonants. These results have important implications for future studies investigating the effects of orthography on native phonology and for L2 phonological development models.

This paper investigates whether bilinguals' and monolinguals' concepts of entities differ when the bilinguals' two languages provide two different representations of the same entity. Previous research shows that speakers of languages that have a grammatical gender system think of objects as being masculine or feminine in line with the grammatical gender of the objects' nouns. The present study investigates the effects of grammatical gender on concepts of objects in bilingual speakers of two languages that assign opposite gender to the same object. Italian-German bilingual children and Italian monolingual controls performed an on-line voice attribution task. All children were native speakers of Italian and living in Italy. Results show that Italian monolingual children attribute more female voices to objects whose noun is grammatically feminine in Italian. Monolinguals also show a preference for attributing voices consistently with Italian grammatical gender assignment. Italian-German bilingual children are not affected by Italian grammatical gender. It is argued that when the two languages of a bilingual represent a specific aspect of reality differently, the bilingual may develop different concepts from a monolingual. This is due to the knowledge of two specific languages rather than to bilingualism per se, and to linguistic rather than cultural factors.

This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals’ performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phonological representations of Chinese rimes in beginner learners of Chinese as a foreign language, using a phoneme counting task and a phoneme segmentation task. Results show that learners do not count or segment the main vowel in those syllables where it is not represented in the pinyin (romanisation) orthographic representations. It appears that the pinyin orthographic input is reinterpreted according to L1 phonology–orthography correspondences, and interacts with the phonological input in shaping the phonological representations of Chinese syllables in beginner learners. This explains previous findings that learners of Chinese do not pronounce the main vowel in these syllables.