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

Document type :

Article dans une revue scientifique

DOI :

10.1017/s1366728921000511

Permalink :

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

Title :

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

Author(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]

Journal title :

Bilingualism: Language and Cognition

Abbreviated title :

Bilingualism

Volume number :

25

Pages :

p. 121-136

Publisher :

Cambridge University Press (CUP)

Publication date :

2022-01

ISSN :

1366-7289

English keyword(s) :

bilingualism
word recognition
modality effect
lexical representations

HAL domain(s) :

Sciences cognitives

English abstract : [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 ...
Show more >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.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 :

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

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Cornut Mahe Casalis 2021 BLC v acceptee.pdf
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Cornut Mahe Casalis 2021 BLC v editeur.pdf
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Version history

Version	Link	Modification date
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

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