The role of oral vocabulary when L2 speakers read novel words : A complex word training study

Journal article


Behzadnia, Ali, Wegener, Signy, Bürki, Audrey and Beyersmann, Elisabeth. (2023). The role of oral vocabulary when L2 speakers read novel words : A complex word training study. Bilingualism: Language and Cognition. pp. 1-12. https://doi.org/10.1017/S1366728923000627
AuthorsBehzadnia, Ali, Wegener, Signy, Bürki, Audrey and Beyersmann, Elisabeth
Abstract

The present study asked whether oral vocabulary training can facilitate reading in a second language (L2). Fifty L2 speakers of English received oral training over three days on complex novel words, with predictable and unpredictable spellings, composed of novel stems and existing suffixes (i.e., vishing, vishes, vished). After training, participants read the novel word stems for the first time (i.e., trained and untrained), embedded in sentences, and their eye movements were monitored. The eye-tracking data revealed shorter looking times for trained than untrained stems, and for stems with predictable than unpredictable spellings. In contrast to monolingual speakers of English, the interaction between training and spelling predictability was not significant, suggesting that L2 speakers did not generate orthographic skeletons that were robust enough to affect their eye-movement behaviour when seeing the trained novel words for the first time in print.

Keywordsbilingualism; eye-tracking; morphological processing; oral novel word training
Year2023
JournalBilingualism: Language and Cognition
Journal citationpp. 1-12
PublisherCambridge University Press
ISSN1469-1841
Digital Object Identifier (DOI)https://doi.org/10.1017/S1366728923000627
Open accessPublished as ‘gold’ (paid) open access
Page range1-12
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online25 Sep 2023
Publication process dates
Accepted24 Jul 2023
Deposited12 Oct 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDE190100850
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