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Irina Konstantinova LING 620 Ohio University PowerPoint Presentation
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Irina Konstantinova LING 620 Ohio University

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Irina Konstantinova LING 620 Ohio University

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  1. Orthographic effects on pronunciation of native speakers of English learning German as a foreign language Irina Konstantinova LING 620 Ohio University

  2. Research area • Second language acquisition • Cross-linguistic influence • Orthographic transfer

  3. Aim/Justification • Many studies have focused on investigating orthographic effects of L1 on L2 spelling and reading • The research area of orthography effectson L2 production has been somewhat neglected and insufficiently investigated

  4. References Jarvis, S., & Pavlenko, A. (2008). Cross-linguistic influence in language and cognition. New York: Routledge (pp. 70-72, 52-54) Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambirdge: Cambridge University Press. Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the phonological forms of new words: Effects of orthographic and auditory input. Language and Speech, 53(3), 367-381 Bassetti, B. (2006).Orthographic input and phonological representations in learners of Chinese as a foreign language. Written Language & Literacy, 9(1), 95-114 Piske, T. (2008). Phonetic awareness, phonetic sensitivity and the second language learner.In J. Cenoz and N.H. Hornberger (eds), Encyclopedia of Language and Education, 2nd edition, Knowledge about language, 6, 155-166

  5. Research questions • Is orthographic transfer statistically present in the sample? • Do results vary and are they statistically significant between different proficiency levels?  • Does cognate and non-cognate status of words lead to the reliance of L1 sound-letter correspondences in L2 production? • To what extent variables such as age, motivation, and foreign language settings contribute to orthographic transfer?  

  6. Methodology • Subjects/Sources • About 45 undergraduates students of Ohio University enrolled in 100, 200, and 300 levels of German as a foreign language • 100 level- beginner level • 200 level- intermediate level • 300 level – advanced level • All students are native speakers of English

  7. Methodology • Materials/instruments • An adapted German text comprised of targeted sounds • These sounds will be met at least twice in the text in random order • A set of cognates and non-cognates will also be included for comparison • A short questionnaire

  8. Inventory of targeted sounds

  9. Methodology • Procedure • Pre-selection of students before actual data collection to ensure that German is their second language and not third one • Administration of the questionnaire • The adapted text will be read aloud by students and audio recorded in the computer lab • Each student will be recorded individually

  10. Methodology • Data & Analysis • Data will consist of measures and responses provided by the participants on both reading and conversational tasks • Data will be aggregated and analyzed quantitatively

  11. Anticipated problems/limitations of the study • Small sample size • Lack of a comparison group with L1 unrelated to German language

  12. Expected findings • Orthographic transfer will be present in the entire group • The results will vary across the proficiency levels • The effect of orthography will be more pronounced in the beginning group as opposed to advanced group • Similar results are expected when analyzing production of cognates vs. non-cognates