Sensitivity to word endings as probabilistic orthographic cues to lexical stress among English as second language learners.
Assigning stress to polysyllabic words is a crucial aspect of reading aloud in English. Previous research demonstrated that native English speakers are sensitive to word endings as probabilistic orthographic cues to stress assignment. However, little is known about if second language (L2) learners o...
| Publicado en: | Memory & Cognition Vol. 51; no. 8; pp. 1881 - 1898 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=173558623&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 173558623 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Nov2023 vid: 51 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 173558623 10.3758/s13421-023-01432-4 ppf: 1881 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 948KB tig: atl: Sensitivity to word endings as probabilistic orthographic cues to lexical stress among English as second language learners. aug: au: Ren, Jinglei Wang, Min affil: https://ror.org/047s2c258 Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA su: Communicative competence Linguistics Task performance Reading Phonological awareness Learning strategies English as a foreign language Research funding Prompts (Psychology) sug: subj: Communicative competence Linguistics Task performance Reading Language Schools Phonological awareness Learning strategies English as a foreign language Research funding Prompts (Psychology) keyword: Lexical stress Orthographic cues Second language Statistical learning Word endings Lexical stress Orthographic cues Second language Statistical learning Word endings ab: Assigning stress to polysyllabic words is a crucial aspect of reading aloud in English. Previous research demonstrated that native English speakers are sensitive to word endings as probabilistic orthographic cues to stress assignment. However, little is known about if second language (L2) learners of English are sensitive to word endings as cues to lexical stress. The current study investigated whether native Chinese-speakers learning English as a second language (ESL) are sensitive to word endings as probabilistic orthographic cues to lexical stress. Our ESL learners demonstrated sensitivity to word endings as cues in a stress-assignment task and a naming task. With the increase in language proficiency, ESL learners responded more accurately in the stress-assignment task. Moreover, stress position and language proficiency moderated the strength of the sensitivity, with a trochaic bias and better proficiency leading to better sensitivity in the stress-assignment task. However, as language proficiency increased, participants' naming speed became faster in iambic but slower in trochaic patterns, reflecting the learners' fledgling knowledge about the specific stress patterns associated with varying orthographic cues, especially in a demanding naming task. Taken together, the evidence from our ESL learners fits in the proposed statistical learning mechanism, that is, L2 learners are able to implicitly extract statistical regularities from linguistic materials, the orthographic cues to lexical stress in our study. Stress position and language proficiency both play a role in developing this sensitivity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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