The effect of phonological knowledge on word learning in second language acquisition

Abstract

Past research in first language (L1) acquisition suggests that phonological knowledge (individual sounds and sound sequences) influences word learning. In second language (L2) word learning, phonological knowledge is dependent on the mapping of L2 sounds to L1. This study explores how the L2-L1 phonological mapping affects L2 word learning for native speakers of Japanese learning English. The learners phonological knowledge was explored through a perceptual discrimination task (same-different task) and a production probe containing English real words and nonwords. L2 word learning was explored through exposure to novel words and comprehension and production testing. The results of the same-different task showed that r-l and θ-s contrasts were the most difficult to perceive, supporting findings from past research. For the production probe, w, t, and s were produced more accurately than r, l, and θ in both real words and nonwords. For L2 word learning, nonwords with w, t, and s were learned more rapidly than nonwords with r, l, and θ in production, but not comprehension. Taken together, phonological knowledge appears to constrain L2 word learning for language expression, but not comprehension. This mirrors the findings for L1 acquisition.