Orthography affects second language speech: Double letters and geminate production in english

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@article{1f47d4ec8184497293433b0e993795b2,
title = "Orthography affects second language speech: Double letters and geminate production in english",
abstract = "Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of EnglishL2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and EnglishL2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared. The EnglishL2 speakers produced the same consonant as shorter when it was spelled with a single letter, and longer when spelled with a double letter. Spelling did not affect consonant duration in native English speakers. In Experiment 2, effects of orthographic input were investigated by comparing 2 groups of EnglishL2 speakers (Italians) performing a delayed word repetition task with or without orthographic input; the same orthographic effects were found in both groups. These results provide arguably the first evidence that L2 orthographic forms can lead experienced L2 speakers to make a contrast in their L2 production that does not exist in the language. The effect arises because L2 speakers are affected by the interaction between the L2 orthographic form (number of letters), and their native orthography-phonology mappings, whereby double consonant letters represent geminate consonants. These results have important implications for future studies investigating the effects of orthography on native phonology and for L2 phonological development models.",
keywords = "Grapheme-phoneme correspondences, Orthography, Phonology, Second language, Speech production",
author = "Bene Bassetti",
year = "2017",
month = nov
day = "1",
doi = "10.1037/xlm0000417",
language = "English",
volume = "43",
pages = "1835--1842",
journal = "Journal of Experimental Psychology: Learning, Memory, and Cognition",
issn = "0278-7393",
publisher = "American Psychological Association",
number = "11",

}

RIS

TY - JOUR

T1 - Orthography affects second language speech

T2 - Double letters and geminate production in english

AU - Bassetti, Bene

PY - 2017/11/1

Y1 - 2017/11/1

N2 - Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of EnglishL2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and EnglishL2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared. The EnglishL2 speakers produced the same consonant as shorter when it was spelled with a single letter, and longer when spelled with a double letter. Spelling did not affect consonant duration in native English speakers. In Experiment 2, effects of orthographic input were investigated by comparing 2 groups of EnglishL2 speakers (Italians) performing a delayed word repetition task with or without orthographic input; the same orthographic effects were found in both groups. These results provide arguably the first evidence that L2 orthographic forms can lead experienced L2 speakers to make a contrast in their L2 production that does not exist in the language. The effect arises because L2 speakers are affected by the interaction between the L2 orthographic form (number of letters), and their native orthography-phonology mappings, whereby double consonant letters represent geminate consonants. These results have important implications for future studies investigating the effects of orthography on native phonology and for L2 phonological development models.

AB - Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of EnglishL2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and EnglishL2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared. The EnglishL2 speakers produced the same consonant as shorter when it was spelled with a single letter, and longer when spelled with a double letter. Spelling did not affect consonant duration in native English speakers. In Experiment 2, effects of orthographic input were investigated by comparing 2 groups of EnglishL2 speakers (Italians) performing a delayed word repetition task with or without orthographic input; the same orthographic effects were found in both groups. These results provide arguably the first evidence that L2 orthographic forms can lead experienced L2 speakers to make a contrast in their L2 production that does not exist in the language. The effect arises because L2 speakers are affected by the interaction between the L2 orthographic form (number of letters), and their native orthography-phonology mappings, whereby double consonant letters represent geminate consonants. These results have important implications for future studies investigating the effects of orthography on native phonology and for L2 phonological development models.

KW - Grapheme-phoneme correspondences

KW - Orthography

KW - Phonology

KW - Second language

KW - Speech production

UR - http://www.scopus.com/inward/record.url?scp=85032709293&partnerID=8YFLogxK

U2 - 10.1037/xlm0000417

DO - 10.1037/xlm0000417

M3 - Article

C2 - 28504532

AN - SCOPUS:85032709293

VL - 43

SP - 1835

EP - 1842

JO - Journal of Experimental Psychology: Learning, Memory, and Cognition

JF - Journal of Experimental Psychology: Learning, Memory, and Cognition

SN - 0278-7393

IS - 11

ER -