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Investigating pseudohomophone interference effects in young second-language learners.

Eva Commissaire1, Lynne G Duncan2, Séverine Casalis3

  • 1Laboratoire de Psychologie des Cognitions (LPC-EA4440), Université de Strasbourg, 67000 Strasbourg, France.

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Summary

French adolescents learning English show phonological activation during silent reading. Pseudohomophones (PsHs) interfere with processing, indicating automatic activation of both native (L1) and second language (L2) grapheme-to-phoneme correspondences (GPCs).

Keywords:
Cross-languageLanguage nonselectivityPhonological activationPseudohomophonesSecond language learnersVisual word recognition

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition
  • Cognitive Neuroscience

Background:

  • Understanding the cognitive processes involved in second language (L2) reading is crucial for effective pedagogy.
  • Phonological activation during silent reading in L2 learners is not fully understood, particularly the role of cross-language interactions.

Purpose of the Study:

  • To investigate phonological activation during silent word reading in French adolescents learning English as a second language (L2).
  • To examine the influence of both within-language (L2) and cross-language (L1-L2) grapheme-to-phoneme correspondences (GPCs) on L2 reading.
  • To explore developmental differences in L2 reading processes between Grade 6 and Grade 8 learners.

Main Methods:

  • Lexical decision tasks were administered to French adolescents (Grades 6 and 8) reading English.
  • Nonwords were designed as pseudohomophones (PsHs) that sounded like real L2 or L1 words, compared against orthographic control pseudowords (OCs).
  • Experiments manipulated whether PsHs relied on L1-only, L2-only, or both L1 and L2 GPCs for pronunciation.

Main Results:

  • A pseudohomophone (PsH) interference effect was observed, with higher error rates and/or longer rejection times for PsHs compared to OCs.
  • This interference occurred regardless of whether L1 or L2 GPCs were used to form the PsHs.
  • The PsH effect was present in both Grade 6 and Grade 8 learners, suggesting robust cross-language interactions.

Conclusions:

  • Young L2 learners automatically activate both L1 and L2 GPCs during L2 silent reading.
  • Strong cross-language interactions occur at the orthography-to-phonology interface in L2 reading.
  • Findings support models of bilingual visual word recognition and L2 development.