The effect of orthographic input in acquisition of the surface realization of second language phonological processes
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Han, Jeong-Im, Kim, Joo-Yeon, & Choi, Tae-Hwan. 2018. The effect of orthographic input in acquisition of the surface realization of second language phonological processes. Korean Journal of Linguistics, 43-3, 645-669. The present study examined the influence of orthographic input on the production of surface realization of multiple phonological processes in a second language (L2). The intermediate level of native Mandarin speakers learned novel Korean words each of which underwent one of ten common phonological processes in Korean. The Mandarin learners were randomly assigned to two groups, one of which was provided by the spellings of test words, while the other group was provided by auditory forms only. In the subsequent picture naming task, it was found that the two groups of learners did not differ in the surface realization of L2 phonological processes, except a gradient and optionally-applied phonological process. These findings indicate that intermediate-level L2 learners are unlikely to be interfered by written input in the acquisition of surface realization of L2 phonological processes, when they are exposed to orthographic forms of multiple phonological processes. (Konkuk University & Catholic Kwandong University)
Abstract
Han, Jeong-Im, Kim, Joo-Yeon, & Choi, Tae-Hwan. 2018. The effect of orthographic input in acquisition of the surface realization of second language phonological processes. Korean Journal of Linguistics, 43-3, 645-669. The present study examined the influence of orthographic input on the production of surface realization of multiple phonological processes in a second language (L2). The intermediate level of native Mandarin speakers learned novel Korean words each of which underwent one of ten common phonological processes in Korean. The Mandarin learners were randomly assigned to two groups, one of which was provided by the spellings of test words, while the other group was provided by auditory forms only. In the subsequent picture naming task, it was found that the two groups of learners did not differ in the surface realization of L2 phonological processes, except a gradient and optionally-applied phonological process. These findings indicate that intermediate-level L2 learners are unlikely to be interfered by written input in the acquisition of surface realization of L2 phonological processes, when they are exposed to orthographic forms of multiple phonological processes. (Konkuk University & Catholic Kwandong University)
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