On the role of orthography in L2 vowel production: The case of Polish learners of German

Nimz, Katharina; Khattab, Ghada

doi:10.1177/0267658319828424

Cited by 16 publications

(21 citation statements)

References 76 publications

(121 reference statements)

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“…Researchers have argued that many sound substitutions are caused by incongruences between L1 and L2 GPCs like this one, when a grapheme represents different phonemes in the two languages of an L2 speaker (Hayes-Harb et al, 2010). Various studies investigated the effects of L1-L2 grapheme incongruence, and consistently found that incongruence negatively affects L2 speech production (Escudero, 2015; Escudero et al, 2008; Nimz, 2016; Pytlyk, 2011). Escudero et al (2014) manipulated congruency to compare the effects of congruent and incongruent graphemes on L2 word recognition in beginner and naïve listeners, and confirmed that congruent graphemes have a facilitative effect and incongruent ones have a negative effect.…”

Section: Introductionmentioning

confidence: 99%

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

2019

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There is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2 speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2 bilinguals and English native speakers (both n = 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as in city-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.

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Section: Introductionmentioning

confidence: 99%

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

2019

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“…However, orthography may also lead to mixed results, as demonstrated by Nimz (2016) and Nimz and Khattab (2020). They investigated the effects of orthography on the production of German vowel length and quality by intermediate-advanced L1 Polish learners.…”

Section: Orthography and The Pronunciation And Recognition Of L2 Wordsmentioning

confidence: 99%

The influence of orthography in second language phonological acquisition

Hayes‐Harb

Barrios

2021

Lang. Teach.

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We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we review studies of the influence of written input on L2 phonological awareness, phoneme perception, the acquisition of phonological processes and syllable structure, and the pronunciation and recognition of words. We elaborate the variables that appear to moderate written input effects: (1) whether or not a novel phonological contrast is systematically represented by the L2 writing system (systematicity); (2) whether some or all of the L2 graphemes are familiar to learners from the L1 (familiarity); (3) for familiar graphemes, whether the native language (L1) and the L2 employ the same grapheme-phoneme correspondences (congruence); and (4) the ability of learners to perceive an auditory contrast that is systematically represented in writing (perceptibility). We conclude by calling for future research on the pedagogical implications of this body of work, which has thus far received very little attention by researchers.

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“…Orthographic effects have also been shown in several L2 perception and production studies. These studies have demonstrated that orthographic input may interact with auditory input and may promote (e.g., Erdener & Burnham, 2005; Steele, 2005; Showalter & Hayes-Harb, 2013; Bassetti, Escudero, & Hayes-Harb, 2015; Rafat, 2015), or hinder (e.g., Bassetti, 2007; Erdener & Burnham, 2005; Hayes-Harb, Nicol, & Baker, 2010; Young-Scholten, 2000; Young-Scholten, Akita, & Cross, 1999; Bassetti et al, 2015; Nimz, 2016; Rafat, 2011; 2015; 2016; Bassetti, 2017; Shea, 2017) the target-like production or correct perception of the target L2 sounds, or have no effect (Escudero, 2015; Showalter & Hayes-Harb, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Auditory-orthographic interaction may also result in the production of a sound that is not identical to either the L1 or the L2 sound but rather exhibits characteristics of the L1 sound and approximates the L2 sound. A study on Polish-speaking learners’ perception and production of German vowels found that learners produced the German /eː/, which is written in German as <e>, as a different sound, namely a diphthong [ɛe] (Nimz, 2016). The grapheme <e> corresponds to /ɛ/ in Polish but it is acoustically closer to /i/.…”

Section: Introductionmentioning

confidence: 99%

Auditory-orthographic integration at the onset of L2 speech acquisition

Rafat

Stevenson

2018

Lang Speech

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Recent studies have provided evidence for both a positive and a negative effect of orthography on second language speech learning. However, not much is known about whether orthography can trigger a McGurk-like effect (McGurk & MacDonald, 1976) in second language speech learning. This study examined whether exposure to auditory and orthographic input may lead to a McGurk-like effect in naïve English-speaking participants learning a second language with Spanish phonology and orthography. Specifically, it reports on (a) production of non-target-like combinations such as [lj] as in [poljo] for -[pojo], where the auditory Spanish [j] and the first language English [l] that correspond to the shared digraph are integrated, and (b) fusion quantified in terms of [z] devoicing such as [z̥apito] for-[zapito]. Moreover, the effects of (a) type of grapheme-to-sound correspondence, (b) position in the word, and (c) condition of training and testing were examined. Participants were assigned to four groups: (a) auditory only, (b) orthography at training and production, (c) orthography at training, and (d) orthography at production. The positions included word-initial and word-medial. The grapheme-to-sound correspondences consisted of -[b], -[δ], -[s] and -[j]. Results were indicative of a McGurk-like effect only for the Spanish digraph . The highest rate of combination productions was attested in the orthography-training condition in the word-medial position.

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On the role of orthography in L2 vowel production: The case of Polish learners of German

Cited by 16 publications

References 76 publications

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

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

The influence of orthography in second language phonological acquisition

Auditory-orthographic integration at the onset of L2 speech acquisition

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