Learners' Pronunciations of Familiar and Unfamiliar French Words: What Can They Tell Us about Phonological Decoding in an L2?

Autor/in	Woore, Robert
Titel	Learners' Pronunciations of Familiar and Unfamiliar French Words: What Can They Tell Us about Phonological Decoding in an L2?
Quelle	In: Language Learning Journal, 46 (2018) 4, S.456-469 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1161062
Schlagwörter	Phonology; French; Pronunciation; Second Language Learning; Linguistic Input; Native Language; Phoneme Grapheme Correspondence; Transfer of Training; Word Recognition; Secondary School Students; Oral Reading; Reading Tests; Accuracy; Naming; Pictorial Stimuli; Task Analysis; Teaching Methods; Second Language Instruction; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fonologie; Französisch; Aussprache; Zweitsprachenerwerb; Sprachbildung; Training; Transfer; Ausbildung; Worterkennung; Sekundarschüler; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesetest; Fantasieanregung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Ausland
Abstract	Phonological decoding, defined here as converting the written forms of words (or letter strings) into the phonological forms they represent, has been argued to play an important role in various aspects of L2 learning. Previous studies have emphasised the importance of transfer in L2 decoding, interpretable as the automatic triggering of L1-based symbol-sound correspondences by L2 written input. However, in the case of familiar words, it may be possible for learners to retrieve pre-stored phonological representations based on the recognition of the words as graphic wholes, and thus to pronounce them correctly despite a lack of knowledge of symbol-sound correspondences at a sub-lexical level. To explore these issues, 31 below-intermediate learners of French in an English secondary school completed (a) a Reading Aloud Test (RAT), to assess their accuracy of decoding familiar and unfamiliar French words; (b) a scaffolded Picture Naming Task (PNT), to elicit their stored phonological pronunciations of the same familiar words; and (c) a vocabulary questionnaire, to assess their knowledge of the items included in the preceding two tests. Participants' decoding in the RAT was more accurate for familiar than unfamiliar words, though still inaccurate in a majority of cases. Their pronunciations of the same familiar words on the RAT and PNT sometimes differed. Furthermore, their pronunciations of familiar items on the PNT themselves showed some influence of English symbol-sound correspondences, despite the absence of written stimuli. Theoretical and pedagogical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01