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ERIC Number: EJ1158532
Record Type: Journal
Publication Date: 2017-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0090-6905
English Orthographic Learning in Chinese-L1 Young EFL Beginners
Cheng, Yu-Lin
Journal of Psycholinguistic Research, v46 n6 p1453-1470 Dec 2017
English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) "only" visual memory was at their disposal, (2) visual memory and either "some" letter-sound knowledge or "some" semantic information was available, and (3) visual memory, "some" letter-sound knowledge and "some" semantic information were all available. When "only" visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were "both" available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's ("Cognition" 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A