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Influence of L1 phonological and orthographic system in L2 spelling: A comparison of Korean learners of English and native speaking children.

机译：L1语音和拼字系统对L2拼写的影响：韩国英语和母语儿童的学习者比较。

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摘要

Literacy development, particularly spelling development is an important topic in SLA because spelling ability is the foundation of literacy skills (Venezky, 1989). However, little is known about the development of spelling in ESL. Research on the development of spelling skills has focused on native English language. This study investigated English L2 spellings among Korean L1 learners of English on the basis of linguistic differences in their L1 and L2 phonology and orthography.;Two groups of 3rd graders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task, in which they listened to an audio recording of a total of 34 pseudowords and dictated what they heard.;The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type). The task material targeting orthographic difference consists of two types of pseudowords: more consistent vowels and less consistent vowels.;Data were tested with an experiment with a 2 x 2 factorial design with "group" and "word type" as independent variables. The groups included two groups who are from contrasting L1 backgrounds: English and Korean. For phonological difference, word type included two contrasting types: congruent and incongruent. For orthographic difference, word type included two contrasting types: more consistent and less consistent.;The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology and that learners whose L1 is relatively transparent had difficulty in spelling L2 words whose grapheme phoneme correspondence is less transparent. Further analysis on error types and pedagogical implications regarding English L2 spellings are addressed.
机译：识字能力的发展，特别是拼写能力的发展是SLA中的一个重要主题，因为拼写能力是识字能力的基础（Venezky，1989）。但是，对于ESL中拼写的发展知之甚少。关于拼写技能发展的研究集中在母语英语上。本研究基于L1和L2语音学和拼字法在语言上的差异，调查了韩国L1英语学习者的英语L2拼写。;两组三年级生，韩国L1英语学习者（N = 36）和说英语的母语者（N = 30），执行了伪单词拼写任务，其中他们听了总共34个伪单词的录音，并说出了所听到的内容。针对语音差异的任务材料包括两种类型的伪单词：两种英语中都存在的辅音以及韩语（全等型）和辅音在韩语中不存在，但存在英语（全异型）。针对正字法差异的任务材料由两种类型的伪词组成：更一致的元音和不太一致的元音。;数据以2组2个阶乘设计，以“组”和“词类型”作为自变量进行了实验。这些小组包括来自L1背景的两个小组：英语和朝鲜语。对于语音差异，单词类型包括两种对比类型：全等和不一致。对于拼写差异，单词类型包括两种对比类型：更加一致和不太一致。；结果支持这样的预测：韩国英语母语学习者很难拼写包含韩语中不存在但存在于英语语音系统中的音素的伪单词。 L1相对透明的学习者很难拼写音素音素对应度不太透明的L2单词。进一步分析错误类型和有关英语L2拼写的教学意义。

著录项

  • 作者

    Park, Chaehee.;

  • 作者单位

    Ball State University.;

  • 授予单位 Ball State University.;
  • 学科 Education Language and Literature.;Language Linguistics.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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