Spelling provides a precise (but sometimes misplaced) phonological target. Orthography and acoustic variability in second language word learning

Welby, Pauline; Spinelli, Elsa; Bürki, Audrey

doi:10.1016/j.wocn.2022.101172

Cited by 7 publications

(2 citation statements)

References 69 publications

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“…Some recent studies have shown that exposure to orthographic and auditory input, compared to auditory input alone, promotes lexical learning [39][40][41][42]. Indeed, learners are faster and more accurate in naming pictures after being exposed to the orthographic and auditory modality compared to the auditory modality alone.…”

Section: The Effect Of Orthography On Pronunciationmentioning

confidence: 99%

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Granget,

Gunnarsson,

Saddour

et al. 2024

Education Sciences

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In recent decades, a vast literature has documented crosslinguistic influences on the acquisition of L2 phonology and in particular the effects of spelling on pronunciation. However, articulating these research findings in terms of taking into account the effects of L1 phonology and spelling on L2 pronunciation in language teaching remains to be examined. These studies are based on experimental cross-sectional methods and mainly focus on L2 English learning by speakers of languages with an alphabetic system. In French, there are few studies on crosslinguistic influences on the acquisition of the nasal vowels (/ɑ~/, /ↄ~/ and /ε~/) and few experimental studies that point to a possible effect of orthography on the pronunciation of these phonemes. The results of experimental studies are difficult to transpose to the language classroom because they are based on word or sentence reading and writing activities, which are quite far-removed from the conversational activities practised in the classroom in interaction with peers and the teacher. Hence, we opted here for a case study of the effect of spelling on the production of nasal vowels in interaction tasks. We conducted a longitudinal study during the first year of extensive learning of French (4 hrs 30 per week). The results of a perceptive analysis by expert listeners show that (i) learners spell nasal vowels with an <n> or <m> in 98% of the obligatory contexts; (ii) most nasal vowels are perceived as nasal vowels in speech (72%), the others being perceived as vowels followed by a nasal consonant (19, 5%) or as oral vowels (8.5%); (iii) consonantisation is stronger when the learner spontaneously produces a word than when (s)he repeats it, (iv) which decreases with time (learning effect) and varies (v) according to the consonant, /ε~/ being less consonantised than /ↄ~/ and /ɑ~/. Finaly, we propose a didactic discussion in the light of intelligibility and influence of orthography.

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Section: The Effect Of Orthography On Pronunciationmentioning

confidence: 99%

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Granget,

Gunnarsson,

Saddour

et al. 2024

Education Sciences

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show abstract

“…Throughout linguistic history, various theories have emerged to explore and comprehend language learning and acquisition, encompassing both first-language and second-language acquisition as a target language (Purba, 2022). Many individuals find that visually encountering new words aids in learning, particularly in the acquisition of a second language (L2) (Welby et al ., 2022). Attaining accurate proficiency in a second language becomes crucial in today's global era, distinguishing it from one's native language (Arigita-García et al.…”

Section: Introductionmentioning

confidence: 99%

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

Al Farisi,

Maulani,

Hardoyo

et al. 2024

AEDS

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PurposeThis research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.Design/methodology/approachThe origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.FindingsThis research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.Research limitations/implicationsOverall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.Practical implicationsPractically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.Social implicationsEmpirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.Originality/valueThis research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

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Simulating and evaluating individualized cognitive abilities of Iranian EFL learners in orthography acquisition using multi-layer perceptron neural network–gray wolf optimizer computational model

et al. 2023

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Spelling provides a precise (but sometimes misplaced) phonological target. Orthography and acoustic variability in second language word learning

Cited by 7 publications

References 69 publications

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

Simulating and evaluating individualized cognitive abilities of Iranian EFL learners in orthography acquisition using multi-layer perceptron neural network–gray wolf optimizer computational model

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