Abstract:Auditory perceptual and orthographic confusions challenge foreign language (FL) learners. Hearing first-language (L1) learners establish reliable acoustic parameters for sound categories during infancy (Strange, 2011;Werker & Tees, 1984), before learning how to encode them orthographically. In contrast, FL classrooms simultaneously expose adult learners to new second language (L2) sounds and new orthography, a process which is fundamentally different from L1 alphabetic literacy. Even if both employ the "same" … Show more
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