Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66700

First language grapheme-phoneme transparency effects in adult second-language learning

File Size Format  
27 1 10125 66700 ijalba.pdf 1.48 MB Adobe PDF View/Open

Item Summary

Title:First language grapheme-phoneme transparency effects in adult second-language learning
Authors:Ijalba, Elizabeth
Obler, Loraine K.
Keywords:transparency
writing
reading
orthographies
decoding
show 3 moresecond language learning
English
Spanish
show less
Date Issued:Apr 2015
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual English- and Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time, decoding, and vocabulary. We found a main effect for transparency. Participants learned LT faster and decoded more words in LT than in LO. L1 reading characteristics influenced learning. English-readers decoded more words in the LO-LT sequence and Spanish-readers decoded more words in the LT-LO sequence. Spanish-readers had more difficulty recalling the meaning of LO than LT words; for English-readers there was no difference between the two word types. Our findings indicate that readers’ L1 orthographic transparency or GPC type influences L2 decoding and the learning of L2 words from combined written-auditory teaching.
URI:http://hdl.handle.net/10125/66700
ISSN:1539-0578
DOI:10125/66700
Volume:27
Issue/Number:1
Appears in Collections: Volume 27, No. 1


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.