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Comprehending Adverbs of Doubt and Certainty in Health Communication: A Multidimensional Scaling Approach
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Comprehending Adverbs of Doubt and Certainty in Health Communication: A Multidimensional Scaling Approach
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Overcoming language barriers in healthcare: A protocol for investigating safe and effective communication when patients or clinicians use a second language
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The acquisition of an artificial logographic script and bilingual working memory: Evidence for L1-specific orthographic processing skills transfer in Chinese–English bilinguals
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In: Research outputs 2012 (2012)
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The acquisition of an artificial logographic script and bilingual working memory: evidence for L1-specific orthographic processing skills transfer in Chinese-English bilinguals.
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In: Faculty of Education - Papers (Archive) (2012)
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Acquiring an artificial logographic orthography : the beneficial effects of a logographic L1 background and bilinguality
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In: Faculty of Education - Papers (Archive) (2009)
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Abstract:
To date, studies have focused on the acquisition of alphabetic second languages in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examines the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script to determine whether similar language-specific advantageous transfer effects occurred. Chinese- English bilinguals, English-French bilinguals, and English monolinguals learned a small set of symbols (six nouns and six verbs) in an artificial logographic script. A lexical decision task on the artificial symbols revealed markedly faster response times in the Chinese-English bilinguals, indicating a logographic transfer effect suggestive of a language experience- specific advantage. A syntactic decision task evaluated the degree to which the new language was mastered beyond the single word level. No L1-specific transfer effects were found for artificial language strings. However, when carrying out the same task in the native language, both the Chinese-English and the English-French bilinguals outperformed the English monolinguals, indicative of a bilingual processing advantage. The results are discussed in relation to possible differences in processing styles relating to logographic versus alphabetic languages, variably involving visual versus phonological coding.
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Keyword:
acquiring; artificial; background; beneficial; bilinguality; Education; effects; l1; logographic; orthography
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URL: https://ro.uow.edu.au/edupapers/1085 http://jcc.sagepub.com/content/40/5/711.full.pdf+html
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