RT info:eu-repo/semantics/article
T1 Language proficiency modulates L2 orthographic learning mechanism: Evidence from event-related brain potentials in overt naming
A1 Fu, Yang
A1 Bermúdez Margaretto, Beatriz
A1 Beltrán Guerrero, David
A1 Huili, Wang
A1 Domínguez Martínez, Alberto
K1 orthographic learning
AB The present study investigates bilinguals’ capacity to rapidly establish memory traces fornovel word forms in a second language (L2), as a function of L2 linguistic proficiency. Agroup of Chinese-English bilinguals with various English proficiency levels were presentedwith a reading-aloud task, consisting of 16 pseudowords and 16 English words repeatedlypresented across six training exposures. Behavioral and neurophysiological data werecollected, and modulations in the word-length effect across repetitions were measured asan index of transition from sublexical to lexical involvement. Results revealed that higher L2proficiency was associated with decreased word-length effect on novel words, reflected inboth naming latencies and early N1 and P200 brain responses. In contrast, lower proficiencylearners appeared to engage in effortful letter-to-sound decoding processes, with higherattentional allocation to the letter sequence and greater use of sublexical processing acrossexposures. Our findings highlight the need to tackle specific grapheme-to-phoneme skills forefficient learning of L2, particularly in populations where the L1 is nonalphabetic.
YR 2023
FD 2023
LK http://riull.ull.es/xmlui/handle/915/35480
UL http://riull.ull.es/xmlui/handle/915/35480
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 08-ago-2024