Transcoding of French numbers for first- and second-language learners in third grade

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Number transcoding, the conversion between spoken and written numerical forms, is linked to mathematical abilities.
• The French number system presents unique linguistic challenges due to its irregular structure for certain numbers (e.g., 70-99).

Purpose of the Study:

• To investigate the relationship between French number writing (transcoding) and language skills in third-grade students.
• To examine how the linguistic complexity of French number words affects transcoding accuracy and error types.

Main Methods:

• Assessed transcoding accuracy and errors in 49 third graders (aged 7-9) using a 3- to 7-digit number writing task.
• Administered linguistic tests measuring receptive vocabulary and receptive syntax.
• Analyzed the impact of number size, decade complexity, and language proficiency on transcoding performance.

Main Results:

• First and second language learners showed similar transcoding accuracy.
• Number size, decade complexity (70-99), and receptive vocabulary were significant predictors of transcoding skills.
• Students made more errors on complex decade numbers, often lexical errors, compared to simple decade numbers.

Conclusions:

• Third graders, regardless of language background, found complex French decade numbers difficult to transcode.
• General vocabulary skills are crucial for successful number transcoding in French.
• The findings highlight the influence of linguistic structure on numerical cognition.