Learning Words With Unfamiliar Orthography: The Role Of Cognitive Abilities

Date

2022-10-07

Advisors

Journal Title

Journal ISSN

ISSN

Volume Title

Publisher

Cambridge University Press

Type

Article

Peer reviewed

Yes

Abstract

Research suggests new foreign language (FL) words are learnt more easily if their phonology follows the phonotactic rules of the native language. Very little is known however about the impact of orthography on FL learning. This study investigated the cognitive mechanisms supporting the learning of words with familiar and unfamiliar orthographies. Participants took part in learning and meaning recall tasks, as well as a series of cognitive tasks (short-term and working memory tasks and tasks assessing their phonological and acoustic abilities). Orthographic and phonological familiarity judgments were collected using another sample of participants. Using a mixed-effects model, the results showed that orthographic familiarity impacted FL word learning even after controlling for phonological familiarity. However, there were no interactions with cognitive abilities.

Description

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.

Keywords

orthography, cognitive abilities, foreign language learning, second language learning, Experimental

Citation

Bisson, M.-J. (2022). Learning Words With Unfamiliar Orthography: The Role Of Cognitive Abilities. Studies in Second Language Acquisition,

Rights

Research Institute

Institute for Psychological Science