Title :

Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children

Author(s) :

Salomé, Florian [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Commissaire, Eva [Auteur]
Laboratoire de Psychologie des Cognitions [LPC]
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]

Journal title :

Journal of Experimental Child Psychology

Abbreviated title :

Journal of Experimental Child Psychology

Volume number :

246

Pages :

105978

Publisher :

Elsevier BV

Publication date :

2024-10

ISSN :

0022-0965

HAL domain(s) :

Sciences cognitives

English abstract : [en]

Recent studies have shown that children benefit from orthography when learning new words. This orthographic facilitation can be explained by the fact that written language acts as an anchor device due to the transient ...
Show more >Recent studies have shown that children benefit from orthography when learning new words. This orthographic facilitation can be explained by the fact that written language acts as an anchor device due to the transient nature of spoken language. There is also a close and reciprocal relationship between spoken and written language. Second-language word learning poses specific challenges in terms of orthography–phonology mappings that do not fully overlap with first-language mappings. The current study aimed to investigate whether orthographic information facilitates second-language word learning in developing readers, namely third and fifth graders. In a first experiment French children learned 16 German words, and in a second experiment they learned 24 German words. Word learning was assessed by picture designation, spoken word recognition, and orthographic choice. In both experiments, orthographic facilitation was found in both less and more advanced readers. The theoretical and practical implications of these findings are discussed.Show less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

2024-06-20T18:31:34Z
2024-07-03T08:34:27Z