Chapter 13. Orthographic and phonological processing in L2-English word recognition

2018 ◽  
pp. 267-292
Author(s):  
Junko Yamashita
Keyword(s):  
Word Recognition ◽  
Phonological Processing ◽  
English Word

scholarly journals High-Variability Phonetic Training enhances second language lexical processing: evidence from online training of French learners of English

2020 ◽  
pp. 1-10
Author(s):  
Gerda Ana Melnik ◽  
Sharon Peperkamp
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Phonological Processing ◽  
Lexical Processing ◽  
Online Training ◽  
English Word ◽  
High Variability ◽  
Decision Task ◽  
Identification Task ◽  
Level Of Processing

Abstract High-Variability Phonetic Training (HVPT) has been shown to be effective in improving the perception of the hardest non-native sounds. However, it remains unclear whether such training can enhance phonological processing at the lexical level. The present study tested whether HVPT also improves word recognition. Late French learners of English completed eight online sessions of HVPT on the perception of English word-initial /h/. This sound does not exist in French and has been shown to cause difficulty both at the prelexical (Mah, Goad & Steinhauer, 2016) and the lexical level of processing (Melnik & Peperkamp, 2019). In pretest and posttest participants were administered a prelexical identification task and a lexical decision task. Results demonstrate that after training the learners’ accuracy improved in both tasks. Moreover, these improvements were retained four months after posttest. This is the first evidence that short training can enhance not only prelexical perception, but also word recognition.

Classroom Noise and Children Learning Through a Second Language

2005 ◽  
Vol 36 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Peggy Nelson ◽  
Kathryn Kohnert ◽  
Sabina Sabur ◽  
Daniel Shaw
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Signal To Noise Ratio ◽  
Recognition Performance ◽  
Recognition Task ◽  
English Word ◽  
Noise Condition ◽  
English Only ◽  
Task Behavior ◽  
The Impact

Purpose: Two studies were conducted to investigate the effects of classroom noise on attention and speech perception in native Spanish-speaking second graders learning English as their second language (L2) as compared to English-only-speaking (EO) peers. Method: Study 1 measured children’s on-task behavior during instructional activities with and without soundfield amplification. Study 2 measured the effects of noise (+10 dB signal-to-noise ratio) using an experimental English word recognition task. Results: Findings from Study 1 revealed no significant condition (pre/postamplification) or group differences in observations in on-task performance. Main findings from Study 2 were that word recognition performance declined significantly for both L2 and EO groups in the noise condition; however, the impact was disproportionately greater for the L2 group. Clinical Implications: Children learning in their L2 appear to be at a distinct disadvantage when listening in rooms with typical noise and reverberation. Speech-language pathologists and audiologists should collaborate to inform teachers, help reduce classroom noise, increase signal levels, and improve access to spoken language for L2 learners.

scholarly journals Recognition times for 62 thousand English words: Data from the English Crowdsourcing Project

2019 ◽  
Author(s):  
Marc Brysbaert ◽  
Emmanuel Keuleers ◽  
Paweł Mandera
Keyword(s):  
Word Recognition ◽  
Response Times ◽  
Native English Speakers ◽  
English Word ◽  
English Speakers ◽  
Vocabulary Test ◽  
Response Latencies ◽  
Virtual Experiments

We present a new dataset of English word recognition times for a total of 62 thousand words, called the English Crowdsourcing Project. The data were collected via an internet vocabulary test, in which more than one million people participated. The present dataset is limited to native English speakers. Participants were asked to indicate which words they knew. Their response times were registered, although at no point were the participants asked to respond as fast as possible. Still, the response times correlate around .75 with the response times of the English Lexicon Project for the shared words. Also results of virtual experiments indicate that the new response times are a valid addition to the English Lexicon Project. This not only means that we have useful response times for some 35 thousand extra words, but we now also have data on differences in response latencies as a functionof education and age.

scholarly journals The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

2018 ◽  
Vol 39 (5) ◽  
pp. 289-303 ◽  
Author(s):  
◽  
Y. D. Chiu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Processing ◽  
Oral Language ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Model ◽  
Simple View Of Reading ◽  
Simple View ◽  
Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

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