Orthographic input and phonological representations in learners of Chinese as a foreign language
By Benedetta Bassetti. 2006
116 citations recorded by the source corpus.
This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals' performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phonological representations of Chinese rimes in beginner learners of Chinese as a foreign language, using a phoneme counting task and a phoneme segmentation task. Results show that learners do not count or segment the main vowel in those syllables where it is not represented in the pinyin (romanisation) orthographic representations. It appears that the pinyin orthographic input is reinterpreted according to L1 phonology-orthography correspondences, and interacts with the phonological input in shaping the phonological representations of Chinese syllables in beginner learners. This explains previous findings that learners of Chinese do not pronounce the main vowel in these syllables.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/81a473befe54cdcbdb80553e37932af537b612e4
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In Developmental and Educational Psychology
In Language and Linguistics
Citations in the corpus
- Unfamiliar orthographic information and second language word learning: A novel lexicon study (2013, background): “In one experiment, Bassetti (2006) asked native English-speaking learners of Mandarin to count the number of sounds in a syllable, and found that when the syllable contained a vowel not present in the orthographic representation (e.g. the /e/ in /guei/, which is spelled <gui>), participants counted…”
- Orthographic input and second language phonology (2008, background): “Bassetti (2006a) tested the phonological awareness of English beginner learners of Chinese using a phoneme counting task.”