Learning and Processing of Orthography-to-Phonology Mappings in a Third Language

Autor/inn/en	Bartolotti, James; Marian, Viorica
Titel	Learning and Processing of Orthography-to-Phonology Mappings in a Third Language
Quelle	In: International Journal of Multilingualism, 16 (2019) 4, S.377-397 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2017.1423073
Schlagwörter	Bilingualism; Multilingualism; Second Language Learning; Phoneme Grapheme Correspondence; Native Language; Interference (Language); Artificial Languages; Second Language Instruction; Transfer of Training; Phonology; Spanish; Speech Communication; Eye Movements; English; College Students; Age Differences; Language Proficiency; Task Analysis; Alphabets; Intelligence Tests; Language Processing; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Fonologie; Spanisch; Augenbewegung; English language; Englisch; Collegestudent; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Buchstabenschrift; Intelligence test; Intelligenztest; Sprachverarbeitung
Abstract	Bilinguals' two languages are both active in parallel, and controlling co-activation is one of bilinguals' principle challenges. Trilingualism multiplies this challenge. To investigate how third language (L3) learners manage interference between languages, Spanish-English bilinguals were taught an artificial language that conflicted with English and Spanish letter-sound mappings. Interference from existing languages was higher for L3 words that were similar to L1 or L2 words, but this interference decreased over time. After mastering the L3, learners continued to experience competition from their other languages. Notably, spoken L3 words activated orthography in all three languages, causing participants to experience cross-linguistic orthographic competition in the absence of phonological overlap. Results indicate that L3 learners are able to control between-language interference from the L1 and L2. We conclude that while the transition from two languages to three presents additional challenges, bilinguals are able to successfully manage competition between languages in this new context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01