This study formed part of a PhD project investing the influence of written input on the lexical encoding of difficult L2 phonological contrasts for L1 Arabic learners of L2 English. Both Arabic and English-speaking participants were recruited for this study, so two versions can be found for each language group.
The aim of the study is to investigate how exposure to different script input influences participants ability to lexically encode target phonological contrasts. The target words in the study are minimal pairs differing by /f-v/ and /m-n/. The first contrast is not typically found in Arabic and /v/-words are expected to be encoded as homophonous with /f/ words. There is a lack of orthographic distinction in Arabic, where both sounds are often transcribed with a shared letter <ف>, while English spelling has separate letters for both sounds. In contrast, the /m-n/ is well-established in both languages and consistently represented in both scripts. Thus, /f-v/ words are predicted to pose more difficulty and the different script inputs are anticipated to have varying influences on the lexical encoding of the words.
This study is also interested in participants reflections on their learning and processing during the study, as well as the strategies that they used.
L1 Arabic participants do not need to know any English to participate in the study. Additionally, text is kept to a minimum and all text is accompanied by automatic audio to 'read aloud' instructions. This improves accessibility for participants with varying literacy or dyslexia.
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Full experimental sessions in Arabic for session 1 and the optional delayed post-test in session 2.
Session 1 includes: information and consent, audio check, background questionnaire, English level check, word learning phase, audio-visual matching task, distraction check, debrief/post-test questionnaire. (approx 35 min)
Session 2 includes: audio check, word learning phase, audio-visual matching task, distraction check, post-test questionnaire. (approx 25 min)
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An overview of the study provided in Arabic, as well as information about data protection, ethical compliance and the consent form for the study.
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Participants indicate what equipment they are using (i.e. headphones, earphones, device speakers). They are also given the opportunity to check the volume.
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This questionnaire gathers information about the demographic background of participants, as well as language experience in the L1 and target language.
The questions are designed for L1 Arabic-speakers who are learners of L2 English.
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This is a short proficiency test to accompany other measures in the background questionnaire. The first eight questions are adapted from the oxford placement test. These are multiple-choice gap-fill questions with progressively more difficult grammar and vocabulary. The last two questions test basic listening, reading and writing ability in English.
This test was short and simple in order not to deter learners who may not have a high level. The primary aim was to confirm whether participants had a basic command of English language and literacy.
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Participants are auditorily presented with 12 English pseudowords, accompanied by a novel image (see NOUN database, Horst & Hout, 2016). Words are also presented with varying written input - English spelling, Arabic spelling or no spelling. Words are minimal pairs differing by the English contrast /f-v/ or /m-n/, where /f-v/ is predicted to be more difficult for L1 Arabic-speakers.
Practice trials with real words demonstrate how the trials progress.
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Participants are tested on the same words from the word learning phase, but without any additional written input. Words are presented with either the correct image (match) or the image of a minimal pair item (mismatch). Participants must decide whether the image and auditory words match YES or NO.
Practice trials with real words demonstrate the task. This adopts a similar method as used in numerous studies by Hayes-Harb and colleagues.
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Participants are asked how distracted they were during the study (sliding scale) and what type of distractions they experienced (multiple choice).
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The questionnaire is made up of three parts. Firstly, participants respond to a mix of multiple choice and open questions reflecting on their experience during the study and the perceived influence of written input. Secondly, participants speculate the spelling of the four words that were presented without any written input. Finally, participants are asked about the strategies they used to learn the words during the study, including a strategy inventory of 23 statements focusing on phonology and orthography.
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