Developmental Word Recognition: A Study of L1 English Readers of L2 Japanese

要旨

This study focused on developmental word recognition strategies used by first language (L1) English readers of second language (L2) Japanese. There were two proficiency groups of Japanese learners. The study considered whether or not word recognition strategies are developmental and whether or not L1 orthographic interference (i.e., involvement of phonological coding) diminishes as learners gain L2 proficiency. In Experiment 1, consisting of “context-free” lexical judgment tests controlled by visual familiarity, the higher-proficiency group showed more visual reliance and diminishing L1 English orthographic effects at the beginning stages of instruction. However, this developmental difference was not apparent in Experiment 2, in which “contextual” passage reading tests were controlled by word visual familiarity. The higher proficiency learners showed a trend toward greater reliance on visual information; however, no significant difference in visual familiarity effects was observed between the two groups. These results imply that (a) the L2 word recognition strategy is developmental and reconstructed as proficiency advances, yet (b) automaticity takes time to develop, and (c) developmental effects may be involved differently between prelexical and postlexical phonology.

主題