1st Edition
Effects of Orthography on Second Language Phonology Learning, Awareness, Perception and Production
This is the first book devoted to the effects of orthographic forms (spellings) on second language phonology.
Written by one of the pioneer researchers in the field, the book provides an authoritative overview of the effects of spellings on the perception, production, awareness, learning and teaching of sounds and spoken words in a second language. Using the findings and implications from a large-scale research project at its centre, the book reveals that English consonants spelled with double letters lead Italian learners and users of English as a second language to perceive, produce, classify, and learn English consonants as geminates (long consonants).
Presenting a narrative of a second language research project, and discussing its implications, the book will be of interest to scholars and researchers in the fields of orthography, phonology, and speech and language perception. Language teaching practitioners will also find the book useful.
1. Background: Key concepts in L+ phonology and orthography 2. Effects of orthography on L+ phonology: An overview 3. Effects of orthography on L+ phonology: A case study 4. Effects of orthography on L+ speech production 5. Effects of orthography on L+ awareness, perception and learning 6. Characteristics, causes and implications of orthographic effects on L+ phonology
Biography
Bene Bassetti is Associate Professor of Applied Linguistics at the University of Modena and Reggio Emilia, Italy, and Senior Honorary Research Fellow at the University of Birmingham, UK
“It is now well-established that spelling can facilitate or interfere with pronunciation learning in an additional language. This book provides an indispensable analysis of the enormous influence that orthography can have on pronunciation learning. Its extensive research on orthographic effects demonstrates how orthography impacts target language production, perception, and awareness, as well as the potential success of teaching interventions.”
- John Levis, Iowa State University, USA
