English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

Sokolović-Perović, Mirjana; Bassetti, Benedetta; Dillon, Susannah

doi:10.1017/s136672891900035x

Cited by 9 publications

(22 citation statements)

References 73 publications

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“…(2018) from a reading aloud task, and the 1.66 and 1.70 reported by Bassetti (2017) for reading aloud and word repetition, respectively. The ratio for native speakers in the current study was around 1, as in previous studies (Bassetti, 2017; Bassetti et al., 2018; Sokolović‐Perović et al., 2019), confirming the lack of effect of number of letters on consonant duration in native speech production.…”

Section: Discussionsupporting

confidence: 90%

“…Similar effects were found with vowels, as Italians produced the same English long vowel as longer when spelled with double vowel letters, for instance producing a longer [iː] in seen than in scene (Bassetti & Atkinson, 2015). Results were confirmed cross‐orthographically with L2 speakers of English who were native speakers of Japanese, a language that has contrastive length for both consonants and vowels, but is written with scripts other than the Roman alphabet (Sokolović‐Perović, Bassetti, & Dillon, 2019). Another study (Bassetti, Sokolović‐Perović, Mairano, & Cerni, 2018) confirmed that this long–short contrast is a genuine phonological contrast: In their L2 English, native speakers of Italian produced English homophonic words as minimal pairs distinguished by a long or short sound, for instance, producing finish as [ˈfɪnɪʃ], with a singleton [n], and Finnish as [ˈfɪʃːɪʃ], with a geminate [nː].…”

Section: Background Literaturementioning

confidence: 67%

“…With regard to the first aim, there has been, to the best of our knowledge, no previous research directly linking the effect of orthography on speech production and on metalinguistic awareness in L2 speakers. Our study drew on recent findings showing that speakers of L2 English whose L1 has contrastive length often produce the same English sound as short when spelled with one letter and long when spelled with two letters (Bassetti, 2017; Bassetti & Atkinson, 2015; Sokolović‐Perović et al., 2019). This short–long alternation is evidence of a length contrast in the L2 phonological systems of these speakers, who have two phonological categories (short and long) corresponding to the same English phonological category, and produce English homophonic pairs—such as finish and Finnish —as minimal pairs distinguished by a short and a long consonant (Bassetti et al., 2018).…”

Section: The Present Studymentioning

confidence: 95%

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Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker‐Level Predictors

Bassetti

Mairano

Masterson³

et al. 2020

Language Learning

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Orthographic forms (spellings) can affect pronunciation in a second language (L2); however, it is not known whether the same orthographic form can affect both L2 pronunciation and metalinguistic awareness. To test this, we asked 260 speakers of English—first‐language (L1) English speakers, L1 Italian and L2 English sequential bilinguals, and L1 Italian learners of L2 English—to perform word repetition tasks and rhyme judgment tasks for word pairs containing the same consonant or vowel spelled with a letter or a digraph. L1 Italian speakers established a long–short contrast and used consonant and vowel length contrastively in their L2 English, both in production and in an awareness task. This provides evidence for a direct link between the effects of the same orthographic phenomenon on speech production and on metalinguistic awareness. Results were strengthened by combining experimental and qualitative data in the study of orthographic effects. Finally, the results show that proficiency predicts orthographic effects, and that orthographic effect predictors vary in naturalistic and instructed contexts.

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Section: Discussionsupporting

confidence: 90%

Section: Background Literaturementioning

confidence: 67%

Section: The Present Studymentioning

confidence: 95%

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Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker‐Level Predictors

Bassetti

Mairano

Masterson³

et al. 2020

Language Learning

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“…To test this hypothesis, we categorized each CC pw -C w and C pw -C w pair produced by each Phonology group participant according to how s/he had spelled the pair in the Spelling Task (see e.g. Sokolović-Perović et al, 2019). If the participant spelled the pseudoword with double letters, we classified the pair as a CC-C pair, and if the participant spelled the pseudoword with a single consonant we classified the pair as a C-C pair.…”

Section: Further Analysesmentioning

confidence: 99%

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

Cerni

Bassetti

Masterson³

2019

Front. Commun.

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The orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. Italian L1 learners of English as a Second Language (English L2) were exposed to English L2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represent a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers.

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“…Several studies proposed that when learners transfer their knowledge of L1's inventories of graphemes and their representative sound correspondences into L2 in an attempt to make sense of unfamiliar sound-spelling correspondences, the result is non-target production or accented 2 nd language speech [22][23][24]. For example, Zampini found that English L1/Spanish L2 pronounced Spanish words with a /v/ (nonexisting in Spanish) in reading and speaking instead of a /b/ as a result of its orthographic representation in the English language (due to being more exposed to the English orthography) [25].…”

Section: Orthographic Vs Acoustic Inputmentioning

confidence: 99%

Phonological Awareness of English Phonemes by Kuwaiti Arabic Speakers with Evidence of Phonemic Hypercorrection

Akbar¹,

Taqi²,

Al-Gharabally³

2020

IJECS

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Research in the area of L2 phonological awareness continues to grow rapidly considering the importance of achieving proficient spoken English and ensuring being understood during communication, but most importantly on guaranteeing learners (worldwide) better professional opportunities. In Kuwait, conversing in English at a level at which the users can understand and be understood has become crucially important, regardless of the field in which the population studies or works. Within such intriguing context of phonological awareness in second language acquisition, the current study investigated the association of English phonemes production and perception by speakers of Kuwaiti Arabic and the main triggers of incorrect production. The present study looked specifically into the phonological errors made by Kuwaiti speakers of English when L1 has a parallel phoneme of only one of the two contrasting L2 phonemes in its L1 phoneme and/or orthography systems. The study was conducted on 244 Kuwaiti male and female participants between the ages of 18 and 30. The sample answered a 44 words questionnaire consisting of three English phonemes, namely, /p/, /v/ and /t∫/ and their counterparts /b/, /f/ and /∫/. The participants were asked to choose the correct sound they hear in word-initial and word-final positions. Findings of the study suggest that many Kuwaiti learners of English found it difficult to identify the English phonemes as a result of a deeper level of complications triggered by the occurrence of contrasting phonemes in both L1 and L2, hypercorrection, and interference of orthography. It is, hence, believed that perception is not the sole reason that causes Arabic learners of English to produce English sounds incorrectly.

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English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

Cited by 9 publications

References 73 publications

Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker‐Level Predictors

Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker‐Level Predictors

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

Phonological Awareness of English Phonemes by Kuwaiti Arabic Speakers with Evidence of Phonemic Hypercorrection

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