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dc.contributor.authorFu, Yang
dc.contributor.authorBermúdez-Margaretto, Beatriz
dc.contributor.authorWang, Huili
dc.contributor.authorTang, Dong
dc.contributor.authorCuetos, Fernando
dc.contributor.authorAlberto, Domínguez
dc.date.accessioned2023-01-31T11:04:51Z
dc.date.available2023-01-31T11:04:51Z
dc.date.issued2023
dc.identifier.citationFu, Y., Bermúdez-Margaretto, B., Wang, H., Tang, D., Cuetos, F., & Alberto, D. (2023). Struggling with L2 alphabet : the role of proficiency in orthographic learning. <i>Quarterly journal of experimental psychology</i>, <i>76</i>(12). <a href="https://doi.org/10.1177/17470218231154910" target="_blank">https://doi.org/10.1177/17470218231154910</a>
dc.identifier.otherCONVID_176477854
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/85257
dc.description.abstractThe present study examined the process of L2 orthographic learning in bilinguals with distant L1-L2 orthographies. Chinese-English bilinguals with various English proficiency levels were trained with novel L2 words during a reading task. In contrast to higher proficient learners, those with lower L2 proficiency exhibited increased effects of length, frequency and lexicality across exposures and at-chance recognition of trained words. Importantly, an additional post-training task assessing the lexical integration of trained words evidenced the engagement in different L1-L2 reading strategies across different levels of L2 proficiency, hence suggesting the L1 holistic processing at the base of the effortful establishment of L2 orthographic representations shown by lower-proficient learners. Overall, these findings indicate the role of L2 proficiency in the influence that cross-linguistic variation exerts on L2 orthographic learning and highlight the need for English education programs to tackle specific grapheme-to-phoneme skills in non-alphabetic target communities.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofseriesQuarterly journal of experimental psychology
dc.rightsIn Copyright
dc.subject.otherorthographic learning
dc.subject.otherphonological decoding
dc.subject.otherself-teaching
dc.subject.otherGAMM
dc.subject.otherbiliteracy
dc.titleStruggling with L2 alphabet : the role of proficiency in orthographic learning
dc.typeresearch article
dc.identifier.urnURN:NBN:fi:jyu-202301311542
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFaculty of Information Technologyen
dc.contributor.oppiaineKoulutusteknologia ja kognitiotiedefi
dc.contributor.oppiaineHuman and Machine based Intelligence in Learningfi
dc.contributor.oppiaineLearning and Cognitive Sciencesen
dc.contributor.oppiaineHuman and Machine based Intelligence in Learningen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1747-0218
dc.relation.numberinseries12
dc.relation.volume76
dc.type.versionacceptedVersion
dc.rights.copyright© Authors 2023
dc.rights.accesslevelopenAccessfi
dc.type.publicationarticle
dc.subject.ysooikeinkirjoitus
dc.subject.ysofonologinen tietoisuus
dc.subject.ysomonilukutaito
dc.subject.ysoitseopiskelu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p9484
jyx.subject.urihttp://www.yso.fi/onto/yso/p23025
jyx.subject.urihttp://www.yso.fi/onto/yso/p28850
jyx.subject.urihttp://www.yso.fi/onto/yso/p14362
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1177/17470218231154910
jyx.fundinginformationThis research was supported by a grant from the Spanish Ministry of Science and Innovation (project number PID2020-114246GB-100) awarded to University of La Laguna, and by funds from the Regional Government of the Canary Islands, (Consejería de Economía, Conocimiento y Empleo, CEI Canarias-ULL, SD-19/02).
dc.type.okmA1


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