Spanish children spelling in English as a foreign language: Central and peripheral processes

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2024-05-30 DOI:10.1111/1467-9817.12456
Paz Suárez-Coalla, Carmen Hevia-Tuero, Cristina Martínez-García, Olivia Afonso
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Abstract

Background

Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish-speaking children use sub-lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades.

Methods

To achieve this, we administered a spelling-to-dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology-to-orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words.

Results

Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling.

Conclusions

Semantic information about words helps spelling retrieval during writing in EFL. Spanish-speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children.

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西班牙儿童以英语作为外语进行拼读:中心和外围过程
背景拼写学习需要吸收书写系统的规律,但母语和外语的规律可能不同。由于正字法系统的差异,英语拼写学习对西班牙语儿童来说是一个挑战。本研究旨在探讨西班牙语儿童在拼写外语(EFL)英语时,在多大程度上使用了副词汇和词汇信息,以及不同年级的儿童在这方面是否存在差异。我们分析了拼写准确率、书写潜伏期和书写持续时间与语音-正字法一致性、词频、单词长度以及儿童对单词的语义知识之间的函数关系。结果结果显示,不同年级之间存在差异,单词长度只对年龄较小的儿童有影响。词频、连贯性和语义知识有助于提高高年级儿童的成绩。由于词汇量的增长以及对新拼写模式和规律的敏感性的提高,英语的累积接触可能会导致拼写能力的提高。尽管母语和外语的拼写法不同,甚至在没有明确的 EFL 拼写指导的情况下,这种发展也会发生。讲西班牙语的儿童对英语正字法和拼写模式的敏感度有所提高,这在年龄较大的儿童群体中尤为明显。
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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