Investigating pseudohomophone interference ...
Document type :
Article dans une revue scientifique: Article original
Permalink :
Title :
Investigating pseudohomophone interference effects in young second language (L2) learners
Author(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]
Journal title :
Journal of Experimental Child Psychology
Abbreviated title :
Journal of Experimental Child Psychology
Volume number :
180
Pages :
p. 1-18
Publisher :
Elsevier BV
Publication date :
2019-04
ISSN :
0022-0965
English keyword(s) :
Visual word recognition
Phonological activation
Second language learners
Pseudohomophones
Language nonselectivity
Cross-language
Phonological activation
Second language learners
Pseudohomophones
Language nonselectivity
Cross-language
HAL domain(s) :
Sciences cognitives
English abstract : [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 ...
Show more >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.Show less >
Show more >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.Show less >
Language :
Anglais
Peer reviewed article :
Oui
Audience :
Internationale
Popular science :
Non
Administrative institution(s) :
Université de Lille
CNRS
CHU Lille
CNRS
CHU Lille
Collections :
Research team(s) :
Équipe Langage
Submission date :
2023-12-16T09:35:24Z
2023-12-19T15:27:28Z
2023-12-19T15:27:28Z
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