Investigating pseudohomophone interference ...
Type de document :
Article dans une revue scientifique: Article original
URL permanente :
Titre :
Investigating pseudohomophone interference effects in young second language (L2) learners
Auteur(s) :
Commissaire, Eva [Auteur]
Laboratoire de Psychologie des Cognitions [LPC]
Duncan, Lynne G. [Auteur]
University of Dundee
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Laboratoire de Psychologie des Cognitions [LPC]
Duncan, Lynne G. [Auteur]
University of Dundee
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Titre de la revue :
Journal of Experimental Child Psychology
Nom court de la revue :
Journal of Experimental Child Psychology
Numéro :
180
Pagination :
p. 1-18
Éditeur :
Elsevier BV
Date de publication :
2019-04
ISSN :
0022-0965
Mot(s)-clé(s) en anglais :
Visual word recognition
Phonological activation
Second language learners
Pseudohomophones
Language nonselectivity
Cross-language
Phonological activation
Second language learners
Pseudohomophones
Language nonselectivity
Cross-language
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
This study aimed to investigate phonological activation during silent word reading in French adolescents learning English as a second language (L2) at secondary school. Grade 6 and Grade 8 adolescents performed lexical ...
Lire la suite >This study aimed to investigate phonological activation during silent word reading in French adolescents learning English as a second language (L2) at secondary school. Grade 6 and Grade 8 adolescents performed lexical decision tasks in English, where we compared processing of nonwords that were homophonic to real L2 words (i.e., pseudohomophones [PsHs]; e.g., grean) with that of orthographic control pseudowords (OCs; e.g., greun). In Experiment 1, PsHs were constructed so that they sounded like L2 words when using cross-language (L1) grapheme-to-phoneme correspondences (GPCs) only (e.g., grine), whereas PsHs were constructed with within-language (L2) GPCs (e.g., grean) in Experiment 2. Results showed a PsH interference effect as reflected by higher error rates and/or longer rejection times for PsHs compared with OCs whether using within-language or cross-language GPCs and at both grade levels. Evidence of this PsH interference effect was also observed in Experiment 3, which used PsHs that sounded like real L1 words when using L2 GPCs (e.g., droal for the French word drôle [funny in English]). We suggest that young L2 learners automatically activate both L1 and L2 GPCs during L2 silent reading in favor of strong cross-language interactions at the orthography-to-phonology interface. The results are discussed in relation to bilingual and developmental models on visual word recognition.Lire moins >
Lire la suite >This study aimed to investigate phonological activation during silent word reading in French adolescents learning English as a second language (L2) at secondary school. Grade 6 and Grade 8 adolescents performed lexical decision tasks in English, where we compared processing of nonwords that were homophonic to real L2 words (i.e., pseudohomophones [PsHs]; e.g., grean) with that of orthographic control pseudowords (OCs; e.g., greun). In Experiment 1, PsHs were constructed so that they sounded like L2 words when using cross-language (L1) grapheme-to-phoneme correspondences (GPCs) only (e.g., grine), whereas PsHs were constructed with within-language (L2) GPCs (e.g., grean) in Experiment 2. Results showed a PsH interference effect as reflected by higher error rates and/or longer rejection times for PsHs compared with OCs whether using within-language or cross-language GPCs and at both grade levels. Evidence of this PsH interference effect was also observed in Experiment 3, which used PsHs that sounded like real L1 words when using L2 GPCs (e.g., droal for the French word drôle [funny in English]). We suggest that young L2 learners automatically activate both L1 and L2 GPCs during L2 silent reading in favor of strong cross-language interactions at the orthography-to-phonology interface. The results are discussed in relation to bilingual and developmental models on visual word recognition.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Vulgarisation :
Non
Établissement(s) :
Université de Lille
CNRS
CHU Lille
CNRS
CHU Lille
Collections :
Équipe(s) de recherche :
Équipe Langage
Date de dépôt :
2023-12-16T09:35:24Z
2023-12-19T15:27:28Z
2023-12-19T15:27:28Z
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