Word Recognition in Second-language Reading

Chitiri, Helena-Fivi; Sun, Yilin; Willows, Dale M.; Taylor, Insup

doi:10.1016/s0166-4115(08)61501-0

Cited by 15 publications

(12 citation statements)

References 27 publications

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“…These cross-linguistic studies, then, revealed different degrees of visual (or phonological) coding involvement in L2 word recognition as a function of a learner's L1 orthographic depth. An L1 orthographic type effect (i.e., representational units, such as alphabet, syllabary, and logograph) was also apparent in the area of phonemic awareness or sensitivity to intraword structure in L2 alphabetic languages (Chitiri et al, 1992;Chitiri & Willows, 1997;Haynes & Carr, 1990;Muljani, Koda, & Moates, 1998;. Koda (1999) noted that L1 Korean learners of English were more accurate than L1 Chinese learners in English orthographic acceptability judgment tests controlled by letter sequence legality.…”

Section: L1 Effects On L2 Word Recognitionmentioning

confidence: 99%

“…A clear L1 orthographic effect on L2 word recognition often surfaces in the early stages of L2 reading acquisition, with the effect diminishing as proficiency improves (Akamatsu, 2002;Gholamain & Geva, 1999;Wang & Geva, 2003). However, other studies indicate that such an L1 effect does not seem to diminish with increased proficiency, but may interfere even at advanced proficiency levels (Akamatsu, 1998;Chitiri, Sun, Willows, & Taylor, 1992;Chitiri & Willows, 1997;Haynes & Carr, 1990).…”

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confidence: 99%

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Developmental Word Recognition: A Study of L1 English Readers of L2 Japanese

Chikamatsu

2006

The Modern Language Journal

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This study focused on developmental word recognition strategies used by first language (L1) English readers of second language (L2) Japanese. There were two proficiency groups of Japanese learners. The study considered whether or not word recognition strategies are developmental and whether or not L1 orthographic interference (i.e., involvement of phonological coding) diminishes as learners gain L2 proficiency. In Experiment 1, consisting of "contextfree" lexical judgment tests controlled by visual familiarity, the higher-proficiency group showed more visual reliance and diminishing L1 English orthographic effects at the beginning stages of instruction. However, this developmental difference was not apparent in Experiment 2, in which "contextual" passage reading tests were controlled by word visual familiarity. The higher proficiency learners showed a trend toward greater reliance on visual information; however, no significant difference in visual familiarity effects was observed between the two groups. These results imply that (a) the L2 word recognition strategy is developmental and reconstructed as proficiency advances, yet (b) automaticity takes time to develop, and (c) developmental effects may be involved differently between prelexical and postlexical phonology.

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Section: L1 Effects On L2 Word Recognitionmentioning

confidence: 99%

mentioning

confidence: 99%

Developmental Word Recognition: A Study of L1 English Readers of L2 Japanese

Chikamatsu

2006

The Modern Language Journal

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“…Most research conducted in populations learning to read in two languages has shown that some reading skills are indeed transferred from one language to the other, particularly phonological awareness (Chitiri, Sun, Willows, & Taylor, 1992;Wade-Woolley & Geva, 2000). However, cross-language transfer is determined by the relations between the languages spoken by the child and the linguistic characteristics of each of the written systems (Gottardo, Yan, Siegel, & Wade-Wolley, 2001;Lindsey, Manis, & Bailey, 2003;Luk, 2003).…”

Section: Introductionmentioning

confidence: 99%

Bilingualism and phonological awareness: the case of bilingual (French–Occitan) children

Laurent

Martinot

2009

Read Writ

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The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3-5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a ''bilingual advantage'', we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory.

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“…For example, SLA researchers test learners to investigate such aspects of interlanguage vocabulary 1 as the acquisition of semantic (Kellerman 1978) and syntactic (Ard & Gass 1987) features of words, the structure of the L2 lexicon (Meara 1984;Singleton & Little 1991 ), lexicon size (Nation 1993), strategies associated with vocabulary use (Blum-Kulka & Levinson 1983), and automaticity of lexical access (Chitiri, Sun, Willows, and Taylor 1992). Tests are used for investigating vocabulary, as well as for SLA research in general, to elicit learners' performance in a defined context.…”

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confidence: 99%