Cognitive Processes in Second Language Reading (Orthography, Cognition, Bilingualism)
Koda, Keiko
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https://hdl.handle.net/2142/69091
Description
Title
Cognitive Processes in Second Language Reading (Orthography, Cognition, Bilingualism)
Author(s)
Koda, Keiko
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Reading
Abstract
The study investigated the effects of first language (L1) orthographic structures on cognitive processing in second language (L2) reading. More specifically, two aspects of L1 orthographic effects were examined: (a) the effects of the basic unit of representation on acoustic coding strategies, and (b) the effects of representational properties on lexical processing styles. Four cross-linguistic experiments were conducted with native speakers of four languages--Arabic, English, Japanese, and Spanish (N = 83). Experimental tasks involved (a) short-term memory recall, (b) reading with Sanskrit symbols, (c) lexical decision-making, and (d) reading with heterographic homophones. The results consistently demonstrate that the four groups utilize different information processing procedures in reading English. Moreover, the contrasting response patterns among the three non-native English speaking groups are consistent with the expected behavioral consequences of their L1 orthographic structures. Thus, the findings suggest that L1 orthographic systems exert a significant influence on cognitive processing in L2 reading.
In addition, the study explored the influence of specific factors on the development of biliteracy. The investigation focused on two specific factors: (a) the effects of L2 proficiency and (b) the effects of L1-L2 orthographic distance. Both were investigated by reanalyzing data obtained from cross-linguistic experiments and from L2 proficiency test batteries. The results indicate that L2 proficiency has differential effects on the development of L2 reading ability among those with similar and dissimilar orthographic backgrounds, suggesting that L2 competence interacts with L1-L2 distance in the development of biliteracy.
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