Orthographic influence in the distributional learning of non-native speech sounds

• Published in: Second language research 2024-10, Vol.40 (4), p.833-863
• Main Authors: Alarifi, Abdulaziz, Tucker, Benjamin V
• Format: Article
• Language: English
• Subjects: Arabic language; Discrimination Learning; Discrimination tasks; English language; Familiarity; Learning transfer; Native Language; Orthography; Second language learning; Speech sounds
• ISSN: 0267-6583; 1477-0326
• DOI: 10.1177/02676583231191611

This study investigated the role of orthographic information in the acquisition of non-native speech sounds by monolingual English listeners. Two potentially important orthographic variables were explored: Orthographic compatibility (whether the orthographic information supports or contradicts the distributional information) and orthographic familiarity (whether the native and target languages share the same orthography). Ten groups of learners were trained on either a unimodal or bimodal distribution of two length continua. Out of the 10 groups, eight groups were also exposed to orthographic cues that varied in their compatibility with the distributional information (compatible vs. incompatible) and familiarity with the orthography of learners’ native language (Roman vs. Arabic). Following training, all participants performed an AX discrimination task to test their discrimination of the length contrast. The results revealed that, in general, the availability of either familiar or unfamiliar orthographic input which signaled the existence of a single length category significantly lowered learners’ discrimination of the length contrast regardless of the auditory distribution. Further, the exposure to orthographic input that supported a two-category length distinction enhanced the discrimination of the length contrast irrespective of the distribution. However, the most significant improvement occurred when both distributional information and familiar orthographic input were compatible. Overall, these findings indicate that orthographic input, regardless of its level of compatibility or familiarity, may influence the acquisition of non-native speech sounds.