ERIC Number: EJ811271
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 0
Use Orthography in L2 Auditory Word Learning: Who Benefits?
Reading and Writing: An Interdisciplinary Journal, v21 n8 p823-841 Nov 2008
The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor PA may constrain auditory word learning in an L2 context.
Descriptors: Phonological Awareness, Mandarin Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Written Language, Oral Language, Phoneme Grapheme Correspondence, Vocabulary Development, Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A