Min Wang|Keiko Koda|Charles A. Perfetti
Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners
University of Maryland, College Park|Carnegie Mellon University|University of Pittsburgh
different writing systems world select different units spoken language mapping writing system differences influence first language l1 literacy experiences affect cognitive processes learning read second language l2 two groups college students learning read english second language esl examined relative reliance phonological orthographic processing english word identification korean students alphabetic l1 literacy background chinese students nonalphabetic l1 literacy background semantic category judgment task korean esl learners made false positive errors judging stimuli homophones category exemplars judging spelling controls however significant differences responses stimuli two conditions chinese esl learners chinese esl learners hand made accurate responses stimuli less similar spelling category exemplars similar chinese esl learners may rely less phonological information orthographic information identifying english words korean counterparts evidence supporting argument came phoneme deletion task chinese subjects performed poorly overall korean counterparts made errors phonologically incorrect orthographically acceptable suggest crosswriting system differences l1s l1 reading skills transfer could responsible esl performance differences