RT info:eu-repo/semantics/article
T1 Struggling with L2 alphabet: The role of proficiency in orthographic learning
A1 Fu, Yang
A1 Bermúdez Margaretto, Beatriz
A1 Wang, Huili
A1 Tang, Dong
A1 Cuetos, Fernando
A1 Domínguez Martínez, Alberto
K1 Orthographic learning
K1 phonological decoding
K1 self-teaching
K1 GAMM
K1 biliteracy
AB The present study examined the process of L2 orthographic learning in bilinguals with distant L1–L2 orthographies.Chinese–English bilinguals with various English proficiency levels were trained with novel L2 words during a reading task.In contrast to higher proficient learners, those with lower L2 proficiency exhibited increased effects of length, frequency,and lexicality across exposures and at-chance recognition of trained words. Importantly, an additional post-training taskassessing the lexical integration of trained words evidenced the engagement in different L1–L2 reading strategies acrossdifferent levels of L2 proficiency, hence suggesting the L1 holistic processing at the base of the effortful establishmentof L2 orthographic representations shown by lower-proficient learners. Overall, these findings indicate the role of L2proficiency in the influence that cross-linguistic variation exerts on L2 orthographic learning and highlight the need for English education programmes to tackle specific grapheme-to-phoneme skills in non-alphabetic target communities.
SN 1747-0218
YR 2023
FD 2023
LK http://riull.ull.es/xmlui/handle/915/35479
UL http://riull.ull.es/xmlui/handle/915/35479
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 16-jun-2024