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Impact of Multimodal Cognitive Processes on Second Language Acquisition

机译：多模式认知过程对第二语言习得的影响

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Second Language (L2) speech perception is believed to be a function of the perceived distance between the second and first languages (L1). Graphic influence on the orthography during the learning experience of a series of L1 sounds, though understudied, can play an equally important role in L1-L2 perceptual assimilation. The present study attests the hypothesis that early-age orthographic anchors, or inputs, can interplay with L1 phonology and affect the perception of L2 on a level parallel to phonetic percepts. We have recruited 70 English-learning subjects from China, whom had acquired Chinese through the pinyin Romanization system when started school, to perform a perceptual identification task of categorizing English phonemes as Mandarin ones. We have thus harvested participants’ identification mappings together with subjective appraisal of the goodness of mappings. The findings show that learners performed in certain tasks significantly inaccurate and yet highly confident in identifications where graphic confusions of English-Chinese existed, but not in others. And the effect is clearly separate from acoustic distances between L1-L2, affirming our hypothesis. The study has significant implications on the theorizing of human speech perception and language education policy.
机译：第二语言（L2）语音感知被认为是第二语言和第一语言（L1）之间感知距离的函数。在学习一系列L1声音的过程中，图形对拼字法的影响虽然被研究不足，但在L1-L2知觉同化中也可以发挥同等重要的作用。本研究证明了这样的假设，即早期的正字法锚点或输入可以与L1语音系统相互作用，并在与语音感知平行的水平上影响L2的感知。我们从中国招募了70名英语学习科目，他们从入学时就通过拼音罗马化系统获取了汉语，以执行将英语音素归类为普通话音素的感知识别任务。因此，我们收集了参与者的标识映射以及对映射的好处的主观评估。研究结果表明，学习者在某些任务中的表现明显不准确，但对存在图形-中文图形混淆的识别却充满信心，而在其他任务中则不然。而且效果显然与L1-L2之间的声距是分开的，这证实了我们的假设。该研究对人类语音感知和语言教育政策的理论化具有重要意义。

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