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 for the L1 Arabic group 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 English participants do not need to know any Arabic to participate in the study and function as a control group. 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 English for session 1 and the optional delayed post-test in session 2.
Session 1 includes: information and consent, audio check, background questionnaire, word learning phase, audio-visual matching task, distraction check, debrief/post-test questionnaire. (approx 30 min)
Session 2 includes: audio check, word learning phase, audio-visual matching task, distraction check, post-test questionnaire. (approx 20 min)
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An overview of the study provided in English, 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 languages.
The questions are designed for L1 English-speakers who have little to no experience with Arabic
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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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