Automatization and Orthographic Development in Second Language Visual Word Recognition

Autor/in	Kida, Shusaku
Titel	Automatization and Orthographic Development in Second Language Visual Word Recognition
Quelle	In: Reading in a Foreign Language, 28 (2016) 1, S.43-62 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Foreign Countries; College Students; English (Second Language); Second Language Learning; Language Acquisition; Word Recognition; Orthographic Symbols; Visual Stimuli; Silent Reading; Reading Materials; Lexicology; Task Analysis; Priming; Cognitive Processes; Correlation; Pretests Posttests; Hypothesis Testing; Reaction Time; Statistical Analysis; Educational Experiments; Reading Processes; Language Tests; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Worterkennung; Stilles Lesen; Lexikologie; Aufgabenanalyse; Cognitive process; Kognitiver Prozess; Korrelation; Hypothesenprüfung; Hypothesentest; Reaktionsvermögen; Statistische Analyse; Schulversuch; Leseprozess; Language test; Sprachtest
Abstract	The present study investigated second language (L2) learners' acquisition of automatic word recognition and the development of L2 orthographic representation in the mental lexicon. Participants in the study were Japanese university students enrolled in a compulsory course involving a weekly 30-minute sustained silent reading (SSR) activity with graded readers for 12 weeks. They completed the masked form-priming lexical decision task (LDT) before and after the in-class SSR activity. Results showed that participants exhibited signs of increasing automaticity of L2 word recognition (analyzed with the coefficient of variation), but could not develop their L2 orthographic representation (analyzed with the pattern of priming effects in the masked form-priming LDT). These findings suggest that automatization does not necessarily entail the development of orthographic representation, that is, the acquisition of automatic word recognition and the development of orthographic representation do not occur simultaneously. Instead, their development is asymmetrical. (ERIC).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01