Consonant Letters Research Articles

Efforts of Imam Ibnu Katheer of Damascus in Researches on Midood In Qur’anicRecitation in his Book: Risalatun fi Tajweed il-Qur’an

This research is taken from a manuscript of Ibn Katheer al-Dimashqi in the recitation of the Qur’an, in which I studied the chapter on “Al-Madoud”, and the research is divided into six issues: The first issue: the separate extension and its conditions if the hamza is in one or two words. The second issue: extending the syllable letters in the beginning of the surah. The third issue: the extension with the consonant letter. The fourth issue: the madd if the hamza is plucked, and after the hamza is a letter of the madd. The fifth issue: the changing extension. The sixth issue: Extending the softness and its conditions according to the arrival of the hamza after it. Then followed by a conclusion, and the most important sources

Spelling in Finnish: the case of the double consonant

Because of its regularity, it is relatively easy to learn to read and spell in Finnish. However, a specific hurdle in spelling acquisition seems to be the doubling of consonant letters. In this study on consonant letter doubling spelling in Finnish children (91 Grade 1 and 191 Grade 2 children), we asked two questions. First, are items with double consonant letters (e.g., “kissa” [ˈkisːɑ] ‘cat’) indeed harder to spell than single consonant items (e.g., “kisa” [ˈkisɑ] ‘contest’)? Second, is consonant doubling harder for stop consonants (e.g., “takki” [ˈtɑkːi] ‘coat’) than for continuant consonants (e.g., “kissa” [ˈkisːɑ] ‘cat’)? We found that Finnish children made more errors on items with double consonant letters than on items with single consonant letters and that this effect was larger for stop than for continuant consonant letters. Exploratory analyses showed that these effects were stronger for younger and poorer spellers. Post hoc analyses of the errors made on double consonant items showed that the children predominantly made nonlexical errors (> 90%). When they did make a lexical error, these errors typically did not map on the type of errors that would be expected from a corpus analysis of the higher-frequency orthographic neighbors. Overall, lexical influences on spelling of Finnish children seem to be minimal and unpredictable. We discuss two potential reasons why it is more difficult to spell items with double consonant letters than with single consonant letters and suggest how these could be investigated in future research.

A orthographical and phonological study of Yeongsan Sillok in the Jeollabuk-do in the early 20th centrury

The purpose of this study is to examine the orthographic and phonological characteristics of the Yeongsan Sillok(the biography of Yeongsan), published in Jeollabuk-do in the early 20th century. The author of this book is considered to be Jang Bong-seon, an educator from Jeongeup city in Jeollabuk-do. Accordingly, it is expected that this book contains the orthographic characteristics and attitudes toward the language of young intellectuals in Jeollabuk-do in the early 20th century. In Chapter 3, we looked at the orthographic characteristics of this book. The writing characteristics of this book largely follow the characteristics of the 19th century Jeollabuk-do dialect based on the tradition of modern Korean. However, a transitional characteristic of the language transforming into present-day Korean was also present. Although only a few examples have been confirmed, the writing of double consonant letters for tense consonant are gradually similar to the notation method of modern Korean. This can be understood as a dissolution process. At the same time, with the exception of some circumstances of verbs, the tendency to split consonants is widely confirmed, and the modern Korean notation for the /ㄹㄹ/ chain (ㄹㄴ, ​​ㄹㅇ) is gradually changing to ㄹㄹ . Above all, the fact that the notation of ․ or diphthong after sibilants no longer appears in this book is a characteristic feature that differs from data from the Jeollabuk-do region of the same period. This writing trend seems to be related to a set of linguistic norms compiled in the first half of the 20th century. Recalling that the author of this book established a private school in the 1920s and 1930s and devoted himself to educational activities, this assumption is somewhat probable. In Chapter 4, we looked at the phonological characteristics of the Yeongsan Sillok(the biography of Yeongsan). Front-vowelization was very active inside the morpheme, but at the morpheme boundary, it appeared only in the environment behind c . The simple vowelization of jə>e is confirmed throughout the interior and boundary of the morpheme, and it must have been a productive phonological phenomenon in the Jeollabuk-do dialect in the early 20th century, as hypercorrection types also appeared. Regarding the alternation of the ending ‘-a/ə’, when the stem vowel is ‘ø’, there is a high tendency to combine these to ‘-ə’. This is different from the 19th century and modern Jeollabuk-do dialects. In the case of umlauts, only very limited examples were shown. And although t-palatalization is quite actively realized, only a few examples of k-palatalization were shown. Through this realization of phonological phenomena, we were able to confirm whether the young intellectuals in the Jeollabuk-do region in the early 20th century had linguistic attitudes toward the Jeollabuk-do dialect. In this book, the typical phonological phenomenon of the Jeollabuk-do dialect was confirmed only to a very limited extent due to its negative evaluation by the author.

The phonic method for improving students’ speaking ability

The study was underlain by the child's introduction to letters performed by memorization, in which the children find it difficult to know it in sequence. Therefore, the purpose of this study was to increase children's ability to know the letters through phonic methods. The study applied the Class Action Research (CAR) Method with a model of Kemmis and Taggart. The data collection technique used is observation and test. The result of the study showed that a child could recognize the vowel and consonants. However, no child can recognize the initial letter sounds of the images of objects contained on the card, and there was no child able to combine letters into syllables and words at the pretest stage. In cycle I, there are 12 children able to recognize the vowel and consonant letters, 13 children can recognize the initial letter sounds of the images of objects contained on the cards, and 12 children can combine letters into syllables and words. In cycle II, there are 17 children able to recognize vowel and consonant letters, 16 children can recognize the initial letter sounds of the images of objects contained on the cards, and 15 children can combine letters into syllables and words. Thus the application of the phonic method can improve child-speaking ability.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Transmission of Time and Position Variable Cryptology in Fibonacci and Lucas Number Series with Music

Since people existed, they have prioritized confidentiality in information sharing and communication. Although there are independent studies on encryption and music in literature, no study is seen on encryption methods that are created by using the properties of mathematical number strings and can be expressed with musical instruments. The purpose in this research is to develop ideas for an effective encryption method and to create a time and location variable encryption method considering this deficiency in the literature by getting advantage of the additive feature in Fibonacci and Lucas number sequences and moving from here to develop new perspectives on encryption science. In the research letters in alphabet, numbers and 10 of the most used symbols were selected and ASCII codes were determined. The objects to be encrypted are divided into 6 main groups (uppercase vowel, uppercase consonant, lowercase vowel, lowercase consonant letters, numbers, and symbols). ASCII codes are written with the additive property of the Fibonacci and Lucas numbers (Zeckendorf's Theorem) and matched with the corresponding notes. In addition to the first method in the study, the encryption system is encrypted by shifting depending on time. In addition to this method, the encryption system was encrypted by shifting depending on the location. In the last method, the text to be encrypted was encrypted by shifting depending on both location and time. The software of the first stage of the encryption system has been created. The encryption method we have created can be transmitted in both audio and text. Since encryption can be applied with various instruments, it offers variety in terms of data privacy. In the encryption system, people who have a musical ear can audibly decipher the password regardless of the written source. In the research, the same text differs as time and location change. This method allows multiple transformations of a character in a text. With these features, it differs from the encryption methods made until now.

Adjacent Consonants and the Universality of Sonority Sequencing Principle in Dotyali Dialects: Syllable Contact Analysis

This paper presents on all the possible adjacent consonant letters in Dotyali, one of the descendant language of Sanskrit, mainly spoken in Shudoor Paschim Nepal [sʊdʊrə-pəssɪmə] (Far-western) and compares the results of their phonological changes in seven local contemporary speech (dialects)：Doteli，Dadeldhuri，Bajhangi，Achhami，Baitadeli，Darchuli and Bajureli. Based on the corpus data from the field survey conducted in between July-September 2017 on a list of 1000 frequently used Dotyali words, this paper comes with a conclusion that even the onset clusters with rising sonority profile (except glides) are broken up by vowel epenthesis or simplify the clusters by deletion. It is revealed that dialects, except from the Achhami and Bajureli, the consonants with different degree of sonority across the syllable boundary tend to be changed due to syllable contact to meet Sonority hierchy, but the sonority distance between two consonants (coda and onset consonants) varies, therefore phonological changes like assimilation, dissimilation, desonorization, contact anaptyxis, contact methasis etc. goes differently. The phonological changes in Bajureli occurs maily due to other separate independent constraints.

초등영어 교과서의 알파벳 제시 양상 비교: 3학년 1학기 교과 과정을 중심으로

This study aims to compare aspects of presenting the alphabet in primary English textbooks of the 2015 Revised National Curriculum. There were two main comparisons. First, the textbooks were compared in the number of units and the amount of total hours alloted to presenting the alphabet. The results showed that there were great differences, as one textbook presented the alphabet using seven units, while another textbook used just one unit. Second, the textbooks were compared in terms of the way example words were used for each letter of the alphabet. It was found that the vowel letters 〈a, e, i, o, u〉 tended to have common example words, as they mostly used short vowel sounds. However, the consonant letters varied greatly in the choice of example words. It is suggested that the next national curriculum be more specific in providing the achievement criteria for the alphabet, and that example words for each letter of the alphabet be selected according to the principles of phonics.

The role of letter features on the consonant-bias effect: Evidence from masked priming

Recent research has shown an advantage of consonants at early stages of visual word recognition (C-bias), although the locus of this effect remains elusive. Here we examine whether the C-bias is affected by the consonant letters' features. Skilled readers performed a masked priming lexical decision task in which target words containing only either consonants without any ascending/descending features (flat words, canino[canine]) or consonants with ascending/descending features (non-flat words, palito[toothpick]) were preceded by briefly (50 ms) presented primes that could preserve the same consonants of the targets (cenune-CANINO, pelute-PALITO), the same vowels of the targets (raxizo-CANINO, fajibo-PALITO), or, as controls, unrelated (ruxuze-CANINO, fejube-PALITO) and identity primes (canino-CANINO, palito-PALITO). The case in which prime-target pairs were presented was also manipulated (lower-upper vs. upper-lower). Results showed that in both case conditions flat words were recognized faster than non-flat words. Evidence for the C-bias was observed both for flat and non-flat words in the lower-upper condition, in which a vowel inhibitory priming effect was also observed for non-flat words. In the upper-lower condition, however, the C-bias was restricted to flat words. These findings suggest that letter features play a role in the C-bias and ask for amendments in current models of visual word recognition.

فعالیة التدریب باستخدام الاسترخاء الکلامی لتحسین نطق الحروف الهجائیة لذوی صعوبات التعلم فی مدینة الطائف.

هدفت هذه الدراسة التعرف إلى فعالية التدريب باستخدام الاسترخاء الکلامي لتحسين نطق الحروف الهجائية لذوي صعوبات التعلم في مدينة الطائف. واعتمدت الدراسة على المنهج شبه التجريبي، وتکونت عينة الدراسة من (40) تلميذا من التلاميذ ذوي صعوبات التعلم في مدارس الدمج في مدينة الطائف الذين تتراوح أعمارهم (7-12) سنة في الصفوف من الصف الثاني إلى الصف السادس، تم توزيعهم إلى مجموعتين بواقع (20) تلميذا في کل مجموعة: المجموعة التجريبية تعرضت للبرنامج التدريبي، والمجموعة الضابطة التي لم تتعرض للبرنامج التدريبي. ولتحقيق أهداف الدراسة تم تصميم برنامج تدريبي وتطبيقه على العينة التجريبية، وإعداد اختبار أدائي لقياس مهارة نطق الحروف الهجائية. أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α≤0.05) تعزى لمتغير المجموعة في کل من مستوى اختبار مهارة نطق الحروف الهجائية بالتسکين واختبار مهارة نطق الحروف الهجائية بالتشکيل واختبار مهارة نطق الحروف الهجائية ککل في القياس البعدي لصالح المجموعة التجريبية، وعدم وجود فروق على متغير العمر في کل من مستوى اختبار مهارة نطق الحروف الهجائية بالتسکين واختبار مهارة نطق الحروف الهجائية بالتشکيل واختبار مهارة نطق الحروف الهجائية ککل. وفي ضوء نتائج الدراسة تم تقديم مجموعة من التوصيات. Abstract This study aims at identifying the effectiveness of training using verbal relaxation to improve the pronunciation of alphabets for students with learning disabilities in Taif. The study was based on the quasi-experimental approach. The study sample consisted of (40) students of learning disabilities in the integration schools in Taif city, who are aged (7-12) years in second to sixth grades. They were divided into two groups of 20 students in each group: the experimental group was exposed to the training program and the control group was not exposed to the training program. To achieve the objectives of the study, a training program was designed and applied to the experimental sample, and a performance test was developed to measure the skill of pronunciation of alphabets. The results showed a statistically significant differences at the level of significance (α≤0.05) due to the group variable in pronunciation of consonant letters test, pronunciation of letters with movements test, and pronunciation test as a whole, in favor of the experimental group. The results indicated the absence of differences on the age variable in pronunciation of consonant letters test, the pronunciation of letters with movements test, and pronunciation test as a whole. In light of the results of the study, a set of recommendations were presented.

Jalapeno or jalapeño: Do diacritics in consonant letters modulate visual similarity effects during word recognition?

AbstractPrior research has shown that word identification times to DENTIST are faster when briefly preceded by a visually similar prime (dentjst; i↔j) than when preceded by a visually dissimilar prime (dentgst). However, these effects of visual similarity do not occur in the Arabic alphabet when the critical letter differs in the diacritical signs: for the target the visually similar one-letter replaced prime (compare and is no more effective than the visually dissimilar one-letter replaced prime Here we examined whether this dissociative pattern is due to the special role of diacritics during word processing. We conducted a masked priming lexical decision experiment in Spanish using target words containing one of two consonants that only differed in the presence/absence of a diacritical sign: n and ñ. The prime-target conditions were identity, visually similar, and visually dissimilar. Results showed an advantage of the visually similar over the visually dissimilar condition for muñeca-type words (muneca-MUÑECA < museca-MUÑECA), but not for moneda-type words (moñeda-MONEDA = moseda-MONEDA). Thus, diacritical signs are salient elements that play a special role during the first moments of processing, thus constraining the interplay between the “feature” and “letter” levels in models of visual word recognition.

Functional organization of the ventral occipitotemporal regions for Chinese orthographic processing

Previous studies have found that the orthographic representation of alphabetic languages is hierarchically organized from the posterior to the anterior parts of the left ventral occipitotemporal area (vOT). More word-like stimuli, such as real words and pseudo-words, induced higher activation in the middle and the anterior parts of the left vOT compared to false fonts or consonant letter strings, while different types of orthographic stimuli induced equal activation in the posterior part of the left vOT. In addition, such hierarchically tuning effect was not found in the right vOT. However, it remains unclear whether such a hierarchical organization can be generalized to the processing of logographic languages, such as Chinese. In the present study, we examined Chinese orthographic processing in the vOT with a passive view task using functional magnetic resonance imaging (fMRI). Similar to alphabetic languages, the posterior part of the vOT responds equivalently to different types of Chinese stimuli, including real characters, pseudo-characters, false characters, and stroke combination, indicating its role in general visual processing. Unlike alphabetic languages, however, we found that false characters induced stronger responses compared to real characters and pseudo-characters in the middle part of the left vOT as well as the middle part of the right vOT. These findings demonstrate that the features of orthographic organization in bilateral vOTs may differ between Chinese and alphabetic languages, suggesting that the functional organization of the vOTs is modulated by different orthographic conventions.

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

The orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. ItalianL1 learners of English as a Second Language (EnglishL2) were exposed to EnglishL2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represents a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers.

Phonological Task Enhances the Frequency-Following Response to Deviant Task-Irrelevant Speech Sounds.

In electroencephalography (EEG) measurements, processing of periodic sounds in the ascending auditory pathway generates the frequency-following response (FFR) phase-locked to the fundamental frequency (F0) and its harmonics of a sound. We measured FFRs to the steady-state (vowel) part of syllables /ba/ and /aw/ occurring in binaural rapid streams of speech sounds as frequently repeating standard syllables or as infrequent (p = 0.2) deviant syllables among standard /wa/ syllables. Our aim was to study whether concurrent active phonological processing affects early processing of irrelevant speech sounds reflected by FFRs to these sounds. To this end, during syllable delivery, our healthy adult participants performed tasks involving written letters delivered on a computer screen in a rapid stream. The stream consisted of vowel letters written in red, infrequently occurring consonant letters written in the same color, and infrequently occurring vowel letters written in blue. In the phonological task, the participants were instructed to press a response key to the consonant letters differing phonologically but not in color from the frequently occurring red vowels, whereas in the non-phonological task, they were instructed to respond to the vowel letters written in blue differing only in color from the frequently occurring red vowels. We observed that the phonological task enhanced responses to deviant /ba/ syllables but not responses to deviant /aw/ syllables. This suggests that active phonological task performance may enhance processing of such small changes in irrelevant speech sounds as the 30-ms difference in the initial formant-transition time between the otherwise identical syllables /ba/ and /wa/ used in the present study.

The Problems that Kazakh Learners of Turkish as a Foreign Language Experience Related to Consonant Changes

While new languages that individuals learn can sometimes be close to their mother tongues, they can sometimes be quite distant from them.At times, they experience negative transmission problem while learning alanguage close to their native language. It is quite likely that Kazakh learners of Turkish encounter this problem and make variety of mistakes especially when writing consonant letters. The research questions of this study are as follows: “Do Kazakh students use consonants through a positive or negative transmission when their writing skills?” and “What kind of solutions should be offered to the problems related to transfer of letters that Kazakh students experience in their writing skills?”A total of 77 Kazakh learners of Turkish as Foreign Language at A2 level made practices through dictation. 3 extracts,selected from 10 texts chosen from the literature as a result of receiving expert opinions in order to be used in the study, were applied to Kazakh students. The researcher allowed the students to write these texts after dictation. The collected data were analyzed by the researcher with the help of Excel softwareprogram. Then, scripts that belong to 11 students were randomly selected from the papers of 77 students. The frequency of errors and types of errors that these 11 students made concerning with the writing of consonant soundson their dictation papers were classified within the scope of sound changes seen in consonant sounds. It was determined by considering the findings of the study that Kazakh learners made various types of errors related to continuity, discontinuity, consonant-vowel changes and other consonant changes.

The roles of alpha oscillation in working memory retention.

IntroductionBrain processes of working memory involve oscillatory activities at multiple frequencies in local and long‐range neural networks. The current study addressed the specific roles of alpha oscillations during memory encoding and retention, supporting the hypothesis that multiple functional mechanisms of alpha oscillations exist in parallel.MethodWe recorded magnetoencephalography (MEG) in 25 healthy young adults, who performed a variant of a Sternberg working memory task. A sequential list of five consonant letters was visually presented and was followed after a 2.0 s retention interval by a probe of a pair of two letters from the study list. Participants responded whether the probe pair was in same or reversed order in the list.ResultReaction time (RT) was shortest for the first letters in the list, increased with increasing serial position, and shorter for the last position. RT was substantially longer for the probe in reversed order. Time‐frequency analysis of the MEG revealed event‐related desynchronization (ERD) of alpha oscillations during the encoding interval and an alpha power increase (ERS) during memory retention. Alpha ERD during encoding occurred at 10 Hz and ERS during retention at 12 Hz, suggesting different alpha mechanisms. Analysis of alpha coherence and alpha‐gamma cross‐spectral coupling, applied to MEG beamformer source activity, revealed connectivity across brain areas. Additionally, alpha‐gamma coupling identified centers of local computation. The connectivity between occipital and frontotemporal areas was correlated with alpha ERS during memory retention. Cross‐frequency coupling between alpha phase and gamma amplitude depicted a hierarchy of information flow from frontal to temporal and occipital brain areas.ConclusionAlpha decrease during encoding indicates an active state of visual processing, while subsequent ERS indicates inhibition of further visual input for protecting the memory, and phasic timing of temporal and occipital gamma oscillations is related to a long‐range working memory networks.

Developing Inlaid Colouring Technique for Hot-Glass Making Process

This article discusses both the complexity and technical benefits of developing an inlaid colouring technique for the hot glass-making process. This technique was inspired by the ancient Korean ceramic decorative technique known as Sanggam, and has allowed me to delineate geometric patterns and counterfeit letters onto glass artworks, before encapsulating them between layers of transparent glass. By developing a typography design that deliberately chooses the wrong consonant and vowel letters, and combines Korean characters, the resulting designs do not fit into either South Korean or British visual culture. A number of optical properties (in particular refraction, reflection, and distortion) provoke a sense of ambiguity in the viewer’s visual experience of, as well as their response to, a series of glass artworks created for experimental purposes. The technique offers an innovative creative tool for artists working in the field of glass art, enabling them to depict expressive drawings and images through a line drawing style, using diverse colours, and in a more controlled manner than the hot glass-making process of the ‘Graal’ technique. The technical possibilities and limitations of the inlaid glass colouring technique are addressed at each step of the development process, while examples of the technical palette serve as a useful reference for artists working in the field of glass art.

Root-letter priming in Maltese visual word recognition

Abstract We report on a visual masked priming experiment designed to explore the role of morphology in Maltese visual word recognition. In a lexical decision task, subjects were faster to judge Maltese words of Semitic origin that were primed by triconsonantal letter-strings corresponding to their root-morphemes. In contrast, they were no faster to judge Maltese words of non-Semitic origin that were primed by an equivalent, but non-morphemic, set of three consonant letters, suggesting that morphological overlap, rather than simple form overlap, drives this facilitatory effect. Maltese is unique among the Semitic languages for its orthography: Maltese alone uses the Latin alphabet and requires that all vowels are written, making such triconsonantal strings illegal non-words to which Maltese readers are never exposed, as opposed to other Semitic languages such as Hebrew in which triconsonantal strings often correspond to real words. Under a decomposition-based account of morphological processing, we interpret these results as suggesting that across reading experience Maltese readers have abstracted out and stored root-morphemes for Semitic-origin words lexically, such that these morphemic representations can be activated by exposure to root-letters in isolation and thus prime morphological derivatives.

Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs.

Research shows that the orthographic forms ("spellings") of second language (L2) words affect speech production in L2 speakers. This study investigated whether English orthographic forms lead L2 speakers to produce English homophonic word pairs as phonological minimal pairs. Targets were 33 orthographic minimal pairs, that is to say homophonic words that would be pronounced as phonological minimal pairs if orthography affects pronunciation. Word pairs contained the same target sound spelled with one letter or two, such as the /n/ in finish and Finnish (both /'fɪnɪʃ/ in Standard British English). To test for effects of length and type of L2 exposure, we compared Italian instructed learners of English, Italian-English late bilinguals with lengthy naturalistic exposure, and English natives. A reading-aloud task revealed that Italian speakers of EnglishL2 produce two English homophonic words as a minimal pair distinguished by different consonant or vowel length, for instance producing the target /'fɪnɪʃ/ with a short [n] or a long [nː] to reflect the number of consonant letters in the spelling of the words finish and Finnish. Similar effects were found on the pronunciation of vowels, for instance in the orthographic pair scene-seen (both /siːn/). Naturalistic exposure did not reduce orthographic effects, as effects were found both in learners and in late bilinguals living in an English-speaking environment. It appears that the orthographic form of L2 words can result in the establishment of a phonological contrast that does not exist in the target language. Results have implications for models of L2 phonological development.

Another look at the role of vowel letters in word reading in L2 English among native Korean readers

Abstract While evidence shows that consonants play a primary role over vowels in reading Roman script, it remains unclear whether this primacy extends to reading non-Roman script. This study investigated the role of vowels in L2 English word reading among native Korean readers. Seventy six Korean- and English-speaking adults read words in a naming test. Stimuli included four conditions: lowercase, uppercase, letter strings with no vowels (e.g., cmmn for common), and letter strings with randomly missing letters (e.g., corct for correct). Overall, the vowel deletion manipulation gave rise to higher accuracy and faster reading than the random omission condition for the two groups. When the baseline was controlled, the group and condition variables jointly affected accuracy, but the condition and L1 script are independent of each other for latency. Results suggest that the consonant letter primacy observed in Roman script may not fully extend to other alphabetic languages.