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Impact of international office's role in teaching English in an ESL/EFL context
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Rhetorical structure of introduction chapters by English L1 and L2 writers
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A quantitative study of influencing factors in heritage language maintenance
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Effects of the great textual shift : spatial multimodality and second/foreign language reading
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Social networks in essay writing revision of second language writers
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Influence of L1 phonological and orthographic systems on L2 spelling : a case of adult Arab and Chinese ELLs at an intensive English institute ; Effects of L1 phonology & orthography on L2 spelling
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Semantic knowledge development of second language vocabulary among second language learners
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Influences on inferences : the roles of L1 transfer and L2 proficiency on L2 lexical inferencing
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An error analysis of Chinese characters written by beginning learners of Chinese as a foreign language
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The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children
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Abstract:
Literacy development, particularly spelling development is an important topic in SLA because spelling ability is the foundation of literacy skills (Venezky, 1989). However, little is known about the development of spelling in ESL. Research on the development of spelling skills has focused on native English language. This study investigated English L2 spellings among Korean L1 learners of English on the basis of linguistic differences in their L1 and L2 phonology and orthography. Two groups of 3rd graders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task, in which they listened to an audio recording of a total of 34 pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type). The task material targeting orthographic difference consists of two types of pseudowords: more consistent vowels and less consistent vowels. Data were tested with an experiment with a 2 x 2 factorial design with “group” and “word type” as independent variables. The groups included two groups who are from contrasting L1 backgrounds: English and Korean. For phonological difference, word type included two contrasting types: congruent and incongruent. For orthographic difference, word type included two contrasting types: more consistent and less consistent. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology and that learners whose L1 is relatively transparent had difficulty in spelling L2 words whose grapheme phoneme correspondence is less transparent. Further analysis on error types and pedagogical implications regarding English L2 spellings are addressed. ; Department of English ; Thesis (Ph. D.)
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Keyword:
English language--Orthography and spelling--Study and teaching (Elementary)--Korea (South); English language--Phonology; English language--Study and teaching (Elementary)--Korean speakers; Korean language--Orthography and spelling; Korean language--Phonology
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URL: http://cardinalscholar.bsu.edu/handle/123456789/194900
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How to respond to a compliment : an analysis of pragmatic transfer of Chinese learners of English
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The Role of Phonological Decoding in Second Language Word-Meaning Inference
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The Role of Phonological Decoding in Second Language Word-Meaning Inference
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