Hostname: page-component-74656f9884-2dmjx Total loading time: 0 Render date: 2026-11-08T15:16:00.112Z Has data issue: false hasContentIssue false
  • English
  • Français

The development of word recognition in a second language

Published online by Cambridge University Press:  28 November 2008

D. Muljani ,
Keiko Koda  and
Danny R. Moates
D. Muljani
Affiliation:
Ohio University
Keiko Koda
Affiliation:
Carnegie Mellon University
Danny R. Moates*
Affiliation:
Ohio University
*
Department of Psychology, Ohio University, Athens, OH 45701. Email: dmoatesl@ohiou.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Do differences among first languages (LI) affect word recognition in reading a second language (L2)? Participants in this study had either Indonesian (an alphabetic language) or Chinese (a logographic language) as an L1 and were learning English (an alphabetic language) as an L2. Under the connectionist rubric, it was predicted that an alphabetic LI would facilitate word recognition in an alphabetic L2, especially if the LI and L2 have similar spelling patterns. Facilitation is relative to a logographic LI. The model also predicted a better recognition for high-frequency words in the L2 relative to low-frequency words. The results of a lexical decision task largely confirmed these hypotheses.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 19 , Issue 1 , January 1998 , pp. 99 - 113
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar
Adams, M. J. (1994). Modeling the connections between word recognition and reading. In Ruddell, R. B., Ruddell, M. R.Singer, H. (Eds.), Theoretical models and processes of reading (4th ed., pp. 830–863). Newark, DE: International Reading Association.Google Scholar
Bachman, L. F. (1982). The trait and structure of cloze test scores. TESOL Quarterly, 16, 61–70.CrossRefGoogle Scholar
Bereiter, C. (1991). Implications of connectionism for thinking about rules. Educational Researcher, 20. 10–16.CrossRefGoogle Scholar
Bemhardt, E. B. (1991a). A psycholinguistic perspective on second language literacy. AILA Review, 8, 31–34.Google Scholar
Bemhardt, E. B. (1991b). Reading development in a second language. Norwood, NJ: Ablex.Google Scholar
Brown, T., Haynes, M. (1983). Literacy background and reading development in a second language. In Carr, T. H. (Ed.), The development of reading skills (pp. 13–34). San Francisco, CA: Jossey-Bass.Google Scholar
Cicchetti, D. V. (1972). Extension of multiple-range tests to interaction tables in the analysis of variance: A rapid approximate solution. Psychological Bulletin, 77, 405–408.CrossRefGoogle Scholar
Coltheart, M. (1978). Lexical access in simple reading tasks. In Underwood, G. (Ed.), Strategies of information processing (pp. 112–174). New York: Academic.Google Scholar
Favreau, M., Segalowitz, N. (1982). Second language reading in fluent bilinguals. Applied Psycholinguistics, 3, 329–341.CrossRefGoogle Scholar
Gairns, B. (1992). Cognitive processing in ESL reading. Unpublished masters thesis, Ohio University, Athens.Google Scholar
Green, D., & Meara, P. (1988). The effects of script on visual search. Unpublished manuscript. University College London.Google Scholar
Hatta, T. (1992). The effects of Kanji attributesn visual field differences: Examination with lexical decision, naming and semantic classification tasks. Neuropsychologica, 30, 361–371.CrossRefGoogle ScholarPubMed
Hayashi, M. M, Ulatowska, H. K., & Sasanuma, S. (1985). Subcortial aphasia with deep dyslexia: A case study of a Japanese patient. Brain and Language, 25, 293–313.CrossRefGoogle Scholar
Haynes, M., & Carr, T. (1990). Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In Carr, T. & Levy, B. (Eds.), Reading and its development: Component skills approaches (pp. 375–421). New York: Academic.Google Scholar
Koda, K. (1988). Cognitive process in second language reading: Transfer of LI reading skills and strategies. Second Language Research, 4, 133–156.Google Scholar
Koda, K. (1989a). Effects of LI orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research, 18, 201–222.CrossRefGoogle Scholar
Koda, K. (1989b). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529–540.CrossRefGoogle Scholar
Koda, K. (1990). The use of LI reading strategies in L2 reading: Effects of LI orthographic structures on L2 phonological recoding strategies. Studies in Second Language Acquisition, 12, 393–410.CrossRefGoogle Scholar
Kucera, H., & Francis, W. N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.Google Scholar
Lee, C. D., & Gasser, M. (1992). Where do underlying representations come from? A connectionist approach to the acquisition of phonological rules. In Dinsmore, J. (Ed.), The symbolic and connectionist paradigms: Closing the gap (pp. 179–207). Hillsdale, NJ: Erlbaum.Google Scholar
Leong, C. K., Cheng, P. W., & Mulcahy, R. (1987). Automatic processing of morphemic orthography by mature readers. Language and Speech, 30, 181–196.CrossRefGoogle ScholarPubMed
Mann, V. A. (1985). A cross-linguistic perspective on the relation between temporary memory skills and early reading ability. Remedial and Special Education, 6, 37–42.CrossRefGoogle Scholar
McClelland, J. L., Rumelhart, E. D. (1986). Parallel distributed processing: Exploration in the microstructure of cognition (Vol. 2). Cambridge, MA: MIT Press.Google Scholar
Nakagawa, A. (1994). Visual and semantic processing in reading kanji. Journal of Experimental Psychology: Human Perception and Performance, 20, 864–875.Google ScholarPubMed
Oiler, J. W. Jr. (1972). Assessing competence in ESL reading. TESOL Quarterly, 4, 107–116.Google Scholar
Oiler, J. W. Jr., & Tullius, J. (1973). Reading skills of non-native speakers of English. IRAL. 11, 69–80.Google Scholar
Patterson, K. E., & Morton, J. (1985). From orthography to phonology: An attempt at an old interpretation. In Patterson, K. E., & Marshall, J. C., Coltheart, M. (Eds.), Surface dyslexia (pp. 331–359). Hillsdale, NJ: Erlbaum.Google Scholar
Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed model of language acquisition. Cognition, 28, 73–193.CrossRefGoogle ScholarPubMed
Pinker, S. (1991). Regular and irregular morphology and the psychological status of rules of grammar. In Sutton, L. A., Johnson, C., & Shields, R. (Eds.), Proceedings of the 17th annual meeting of the Berkeley Linguistics Society. Berkeley, CA: Berkeley Linguistics Society.Google Scholar
Randall, M. (1991). Recognizing numbers in different scripts. Second Language Research, 7, 204–219.Google Scholar
Ryan, A., & Meara, P. (1991). The case of invisible vowels: Arabic speakers reading English words. Reading in a Foreign Language, 7, 531–540.Google Scholar
Sasanuma, S. (1984). Can surface dyslexia occur in Japanese? In Henderson, L. (Ed.), Orthographies and reading: Perspectives from cognitive psychology, neuropsychology and linguistics (pp. 43–56). Hillsdale, NJ: Erlbaum.Google Scholar
Schneider, W. (1990). MicroElectronic Laboratory (Version 1.0) [Computer software]. Pittsburgh, PA: Psychology Software Tools.Google Scholar
Segalowitz, N. S., & Segalowitz, S. J. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14, 369–385.CrossRefGoogle Scholar
Seidenberg, M. S. (1985). The time course of phonological activation in two writing systems. Cognition, 19. 1–30.CrossRefGoogle ScholarPubMed
Seidenberg, M. S. (1989). Reading complex words. In Carlson, G. & Tanenhaus, M. K. (Eds.), Linguistic structure in language processing (pp. 53–105). Dordrecht: Kluwer Academic.Google Scholar
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed model of word recognition and naming. Psychological Review, 96, 523–568.CrossRefGoogle ScholarPubMed
Sergent, W. K., & Everson, M. E. (1992). The effects of frequency and density on character recognition speed and accuracy by elementary and advanced L2 readers of Chinese. Journal of the Chinese Language Teachers Association, 27, 29–44.Google Scholar
Tabachnik, B. G., & Fidell, L. W. (1989). Using multivariate statistics (2nd ed.). New York: Harper Row.Google Scholar
Turvey, M. T., Feldman, L. B., Lukatela, G. (1984). The Serbo-Croatian orthography constraints of the reader to a phonologically analytic strategy. In Henderson, L. (Ed.), Orthographies and reading: Perspectives from cognitive psychology, neuropsychology and linguistics (pp. 81–90). Hillsdale, NJ: Erlbaum.Google Scholar
Zehler, A. M. (1982). Reflection of first-language-derived processes in second language acquisition. Dissertation Abstracts International, 43, 3054A.Google Scholar