L2 word recognition in French–English late bilinguals: Does modality matter?

Type de document :

Article dans une revue scientifique

DOI :

10.1017/s1366728921000511

URL permanente :

http://hdl.handle.net/20.500.12210/60197

Titre :

L2 word recognition in French–English late bilinguals: Does modality matter?

Auteur(s) :

Cornut, Camille [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Mahe, Gwendoline [Auteur]

Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Casalis, Severine [Auteur]

Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]

Titre de la revue :

Bilingualism: Language and Cognition

Nom court de la revue :

Bilingualism

Numéro :

25

Pagination :

p. 121-136

Éditeur :

Cambridge University Press (CUP)

Date de publication :

2022-01

ISSN :

1366-7289

Mot(s)-clé(s) en anglais :

bilingualism
word recognition
modality effect
lexical representations

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance ...
Lire la suite >Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance of written materials. One might expect written L2 word recognition to be more accurate than spoken one. This modality effect could also depend on L2 proficiency and the presence of cognate items, closer orthographically than phonologically for most language pairs. Two experiments were conducted with 50 intermediate proficiency French–English bilinguals. Experiment 1 highlighted this modality effect on accuracy and a session effect reflecting a benefit from oral to written modality on latency. In Experiment 2, which included both cognate and non-cognate words, modality effect was even stronger for cognate words and cognate effect depended on modality. In both experiments, these effects depend on L2 proficiency. These findings are discussed according to bilingual word recognition models.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2022-02-17T08:09:48Z
2022-02-23T08:32:17Z
2023-12-16T09:00:06Z
2023-12-19T15:39:14Z

Fichiers

Cornut Mahe Casalis 2021 BLC v acceptee.pdf
Version finale acceptée pour publication (postprint)
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Cornut Mahe Casalis 2021 BLC v editeur.pdf
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Historique des modifications

Numéro de version	Lien	Date de modification
4	20.500.12210/60197*	2023-12-19T15:38:09Z
3	20.500.12210/60197.3	2023-12-16T08:59:28Z
2	20.500.12210/60197.2	2022-02-23T08:28:04Z
1	20.500.12210/60197.1	2022-02-17T08:09:48Z

*Version sélectionnée