Doomed to Read in a Second Language: Implications for Learning

Autor/inn/en	Miller, Paul; Peleg, Ora
Titel	Doomed to Read in a Second Language: Implications for Learning
Quelle	In: Journal of Psycholinguistic Research, 39 (2010) 1, S.51-65 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-009-9125-3
Schlagwörter	Semitic Languages; Models; Second Language Learning; Associative Learning; Native Speakers; Numbers; Graphemes; College Students + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Analogiemodell; Zweitsprachenerwerb; Muttersprachler; Zahlenraum; Collegestudent
Abstract	The aim of the study was to elucidate whether and how reliance on a second language impacts the learning of new information under very basic learning conditions. The paradigm used to investigate this issue required individuals to learn a series of associations between numerals and particular letter strings. Participants were two groups of university students: (1) individuals for whom spoken Hebrew was the mother tongue and written Hebrew a primary orthography (L1 group), and (2) individuals for whom Hebrew, both spoken and written, was a second language (L2 group). Data were collected under two conditions. In the language-dependent condition (LDC), the paradigm required learning associations between eight numerals and the letter strings of eight familiar Hebrew words. In the language-independent condition (LIC), it required learning associations between eight numerals and eight random letter strings in Hebrew. Results suggest that learners may be significantly disadvantaged when compelled to learn new information mediated in a second language. This disadvantage appears to manifest itself at a very basic learning level and in instances where new information is mediated by language that is fairly overlearned by the L2 learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10