Differences in Visual Word Recognition between L1 and L2 Speakers: The Impact of Length, Frequency, and Orthographic Neighborhood Size in German Children

Autor/inn/en	Schröter, Pauline; Schroeder, Sascha
Titel	Differences in Visual Word Recognition between L1 and L2 Speakers: The Impact of Length, Frequency, and Orthographic Neighborhood Size in German Children
Quelle	In: Studies in Second Language Acquisition, 40 (2017) 2, S.319-339 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	German; Native Language; Second Language Learning; Word Recognition; Elementary School Students; Vocabulary Development; Reading Fluency; Language Processing; Foreign Countries; Standardized Tests; Age Differences; Comparative Analysis; Decision Making; Task Analysis; Word Frequency; Germany + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Worterkennung; Wortschatzarbeit; Sprachverarbeitung; Ausland; Standadised tests; Standardisierter Test; Age; Difference; Age difference; Altersunterschied; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Word analysis; Frequency; Wortanalyse; Häufigkeit; Deutschland
Abstract	Investigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision task (LDT). Though L1 speakers outperformed L2 speakers on German skills, groups did not differ in their overall performance on the LDT. However, results from mixed effect models revealed greater effects for word frequency and length in L2 over L1 speakers, indicating qualitative differences in the sensitivity to linguistic information between groups. This distinction persisted across all grades and after controlling for differences in vocabulary size and reading fluency. Findings extend evidence provided for adult L2 processing, suggesting that varying language exposure shapes the development of the word-recognition system already in the early stages of reading development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01