• Paolo MAIRANO (University of Warwick)
    Les effets de l’orthographe et de la phonologie de la L1 sur la prononciation de l’anglais L2
    2018, Vol. XXIII-1, pp. 45-57

    Recent research has revealed the effects of orthography on the pronunciation of consonant durations in the L2 English of L1 Italian speakers (e.g. the [p] infloppy being pronounced as longer than in copy). In this paper we compared this orthographic effect with an orthography-independent effect of L1 phonology, namely VOT. We measured closure durations and VOT for plosives produced by 30 learners of L2 English in Italy, 30 Italian late bilingual speakers of L2 English living in the UK, and 30 native English speakers. While VOT values produced by late bilinguals differed significantly from those produced by learners, closure durations were similar across the two groups. Additionally, L1 Italian VOT values proved thatlate bilinguals adapted VOT in L2 English by a larger extent than learners. It appears that the effects of orthography on L2 consonant duration can be more resistant to naturalistic L2 exposure than orthography-independent effects of L1 phonology.

  • Malin ÅGREN (Lund University)
    Learning the deep orthography of French as a second language
    2016, Vol. XXI-2, pp. 95-108

    French is characterized by major differences between phonology and orthography. Consequently, learning the deep orthography of written French is a challenge to both first (L1) and second (L2) language learners. This empirical study focuses on the production of silent number morphology in written French and illustrates that a group of L2 learners, exposed to limited amounts of spoken French in a typical L2 classroom in Sweden, outperform both L1 children and L2 children learning French through immersion. The aim of the study is to discuss the impact of learning context, age of onset and complexity of written number agreement on the learning of the deep orthography of French as a second language.