Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)

Dyslexia ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 18-35
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska ◽  
Angela Fawcett
Keyword(s):  
Word Recognition ◽  
Foreign Language

Woordherkenning, De Betere Onderzoeksmethode Voor Luistervaardig-Heid in De Vreemde Taal.

1984 ◽  
Vol 20 ◽  
pp. 18-28
Author(s):  
Guust Meijers
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Language Learners ◽  
Critical Review ◽  
Listening Comprehension ◽  
Systematic Variation ◽  
The Real ◽  
Foreign Language Learners ◽  
Listening Process

This article gives a critical review of some research in listening comprehension in a foreign language. Several important methodological failures are discussed: lack of systematic variation of the input, measurement after the relevant initial listening process and measurement by means of (re)production tasks. These failures lead to unsatisfactory data if one wants to discover the real problems foreign language learners have when listening to texts in a foreign language. Arguments are given which show that to some extent word recognition research can avoid the above-mentioned failures.

The effects of training on automatization of word recognition in English as a foreign language

2008 ◽  
Vol 29 (2) ◽  
pp. 175-193 ◽  
Author(s):  
NOBUHIKO AKAMATSU
Keyword(s):  
Working Memory ◽  
Word Recognition ◽  
Foreign Language ◽  
Word Frequency ◽  
Recognition Performance ◽  
Working Memory Capacity ◽  
Low Frequency ◽  
Memory Capacity ◽  
Or Efficiency ◽  
Efl Learners

ABSTRACTThe present study investigated the effects of word-recognition training on the word-recognition processing of learners of English as a foreign language (EFL). Providing 7-week word-recognition training, the study examined whether such training improves EFL learners' word-recognition performance. The main aspects of this study concerned word frequency and working-memory capacity in automatization of word recognition. Analysis of variance and correlational analyses revealed qualitative differences in the improvement of EFL word-recognition performance with respect to word frequency. The improvement in the processing of high-frequency words was associated with simple speedup; conversely, the processing of low-frequency words was associated with automatization. Results also showed that working-memory capacity might not play a noticeable role in improving word-recognition speed or efficiency.

scholarly journals Vocabulary learning strategies for Second or Foreign Language (SFL) Students of Missionary-run Colleges in Bangladesh

2021 ◽  
pp. 35-45
Author(s):  
Dr. Leonard Shankar Rozario
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Use ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Slow Process ◽  
Vocabulary Learning Strategies

One of the crucial challenges that learners face for processing second or foreign language (SFL) learning is learning vocabulary. Vocabulary is recognized as vital to language use in which insufficient vocabulary knowledge of the learners led to difficulties a SFL learning. Thus, in the case of learning the vocabulary in a SFL, students need to be educated with vocabulary learning strategies. Investigation for learning vocabulary and its connection to reading has become significant in the field of research in SFL acquisition. Since reading requires precise and spontaneous word recognition skills, learners need to be equipped with sufficient vocabulary knowledge to read fluently. Yet, for many SFL learners, reading is a 'suffocating slow process' (Anderson, 1991). One of the causes or often experienced by the students is that they don’t have enough vocabulary knowledge. As a result, they tend to surrender to understand the semantics of the text or skip reading the word, sentence and even the paragraph due to the unfamiliar words. These circumstances propose that some learners may not have enough skills to handle the unfamiliar words.

Native language literacy and phonological memory as prerequisites for learning English as a foreign language

1999 ◽  
Vol 20 (3) ◽  
pp. 329-348 ◽  
Author(s):  
MIA DUFVA ◽  
MARINUS J. M. VOETEN
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Structural Equation ◽  
Native Language ◽  
First Grade ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Phonological Memory ◽  
Positive Effects ◽  
Learning English

The aim of this study was to examine, with a longitudinal study design, the effects of phonological memory and native language (NL) literacy acquisition on learning English as a foreign language (FL). The subjects were 160 Finnish school children, who were 7-year-old first graders at the beginning of the study. Measures in the first grade were NL word recognition and listening comprehension; in the second grade, word recognition, reading comprehension, and phonological memory; and in the third grade, FL skills. The main result from the structural equation modeling was that both NL literacy and phonological memory have positive effects on FL learning. These skills explained 58% of the variance in English proficiency. Therefore, proficiency in NL literacy skills is highly significant for FL learning, although the orthographic regularity varied a lot (Finnish vs. English). On the basis of the results, it can be concluded that one way to promote FL learning is by diagnosing NL literacy skills early on and by providing training in NL literacy for at-risk children. In addition, the significant role of phonological memory in FL learning suggests that training in the FL phonology may enhance competence in the foreign language.

Adaptation to an Unfamiliar Accent by Child L2 Listeners

2020 ◽  
pp. 002383092093632
Author(s):  
Chieh-Fang Hu
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Indian English ◽  
Additional Advantage ◽  
Lexical Representations ◽  
Accented Speech ◽  
Referent Selection ◽  
Phonological Categories ◽  
Before And After ◽  
Acceptability Criteria

The study examines school-aged L2 listeners’ adaptation to an unfamiliar L2 accent and learner variables predicting such adaptation. Fourth-grade Mandarin L1 learners of English as a foreign language ( N = 117) listened to a story twice in one of three accent conditions. In the single-talker condition, the story was produced by an Indian English (IE) speaker. In the multi-talker condition, the story was produced by two IE speakers. In the control condition, the story was produced by a Mandarin-accented speaker. Children’s (re)interpretation of IE words/nonwords was assessed by referent selection tests administered before and after the first and the second exposures to the story. Repeated exposure to IE-accented speech forms influenced performance: the participants demonstrated better recognition of IE words across the referent selection tests but worse (re)interpretation of IE nonwords sounding similar to existing lexical items. Exposure to an IE-accented story yielded an additional advantage in word recognition, but the advantage was limited to words heard in the story. Furthermore, children’s English phonological awareness, phonological memory, and vocabulary predicted their reinterpretation performance of the accented forms. These results suggest that school-aged L2 listeners with better phono-lexical representations develop better capacity in adapting to an unfamiliar accent of a foreign language by loosening their acceptability criteria for word recognition but the adaptation does not necessarily entail perceptual tuning to the specific phonological categories of the accent.

Word Recognition in Arabic as a Foreign Language

2010 ◽  
Vol 94 (4) ◽  
pp. 567-581 ◽  
Author(s):  
GUNNA FUNDER HANSEN
Keyword(s):  
Word Recognition ◽  
Foreign Language

Kontekst en Woordherkenning in Moedertaal en Vreemde Taal

1984 ◽  
Vol 20 ◽  
pp. 7-17
Author(s):  
Cor Koster
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Native Speakers ◽  
Survey Article ◽  
Prior Context ◽  
Auditory Word ◽  
Auditory Word Recognition

This survey article discusses the results of research into the influence of context on visual and especially on auditory word recognition. In auditory word recognition the main problem is the lack of phonetic invariance in the realization of words. Context helps to minimize this problem. Word recognition appears to be influenced by semantically related words occurring in prior context. There is some evidence that foreign language listeners, like very young native speakers, make more use of context than adult native speakers. Syntax seems to play a role in word recognition, too, as does the context following the word in question.

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