Orthographic Input and the Acquisition of Second Language Phonology: A Review
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Park, Mi Sun. 2015. Orthographic Input and the Acquisition of Second Language Phonology: A review. Korean Journal of Linguistics, 40-3, 391-403. Research in the field of Second Language Acquisition (SLA) has attempted to understand how learners acquire a new phonological system, taking account of various universal and developmental factors. The type of input—that is, whether it is written (orthographic/visual) or spoken (acoustic/oral)—has also been found to be crucial in formation of mental representations of phonology in second language (L2). The role of orthographic input on second language acquisition has received attention in recent years, in light of the fact that L2 learners are often exposed to L2 written input from early stages of the learning process: there is a qualitative difference between preliterate children’s early phonological acquisition and literate adults’ L2 phonological acquisition. This presentation attempts to discuss the positive and negative influence of orthographic input on the acquisition of L2 phonology by reviewing relevant studies that investigated learners of different languages. It also aims to address some potential issues that need to be taken into account in conducting and/or interpreting L2 orthography-phonology research. (Teachers College, Columbia University)
Abstract
Park, Mi Sun. 2015. Orthographic Input and the Acquisition of Second Language Phonology: A review. Korean Journal of Linguistics, 40-3, 391-403. Research in the field of Second Language Acquisition (SLA) has attempted to understand how learners acquire a new phonological system, taking account of various universal and developmental factors. The type of input—that is, whether it is written (orthographic/visual) or spoken (acoustic/oral)—has also been found to be crucial in formation of mental representations of phonology in second language (L2). The role of orthographic input on second language acquisition has received attention in recent years, in light of the fact that L2 learners are often exposed to L2 written input from early stages of the learning process: there is a qualitative difference between preliterate children’s early phonological acquisition and literate adults’ L2 phonological acquisition. This presentation attempts to discuss the positive and negative influence of orthographic input on the acquisition of L2 phonology by reviewing relevant studies that investigated learners of different languages. It also aims to address some potential issues that need to be taken into account in conducting and/or interpreting L2 orthography-phonology research. (Teachers College, Columbia University)
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