On the Role of Orthography in L2 Vowel Production: The Case of Polish Learners of German

Autor/inn/en	Nimz, Katharina; Khattab, Ghada
Titel	On the Role of Orthography in L2 Vowel Production: The Case of Polish Learners of German
Quelle	In: Second Language Research, 36 (2020) 4, S.623-652 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319828424
Schlagwörter	German; Polish; Second Language Learning; Native Language; Advanced Students; Pictorial Stimuli; Task Analysis; Vowels; Phoneme Grapheme Correspondence; Speech Communication; Pronunciation Instruction; Phonology; Role; Written Language; Auditory Perception; Linguistic Input; High School Students; Comparative Analysis; Second Language Instruction; Phonetics; Teaching Methods; Cross Cultural Studies; Foreign Countries; Germany; Poland + Suchen Sie Ihr Suchwort? Deutscher; Polnisch; Zweitsprachenerwerb; Fortgeschrittener; Fantasieanregung; Aufgabenanalyse; Ausspracheübung; Fonologie; Rollen; Geschriebene Sprache; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fremdsprachenunterricht; Phonetik; Fonetik; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Deutschland; Polen
Abstract	This study investigates the role of orthography in German vowel production by Polish native speakers (L1) with German as a second language (L2). Eighteen intermediate to advanced Polish L2 German learners and 20 German native speakers were recorded during a picture-naming task in which half of the experimental items were explicitly marked in their orthographic representation for their vowel length (short or long). Duration measurements revealed that explicit orthographic marking helped the Polish L2 German learners produce the short-long contrast more native-like. Regarding vowel quality, group differences were interpreted to have been caused by (in)congruencies between L1 and L2 grapheme-to-phoneme correspondences. These findings have important implications for models of L2 speech learning and pronunciation training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01