Browse > Article

Grapheme-to-Phoneme Conversion Regularity Effects among Late Korean-English Bilinguals  

Kim, Dahee (Department of Psychology, Korea University)
Baik, Yeonji (Department of Psychology, Korea University)
Ryu, Jaehee (Department of Psychology, Korea University)
Nam, Kichun (Department of Psychology, Korea University)
Publication Information
Korean Journal of Cognitive Science / v.26, no.3, 2015 , pp. 323-355 More about this Journal
Abstract
This study examined grapheme-to-phoneme regularity effect among late Korean-English bilinguals by using whole word level task (lexical processing) and two meta-phonological tasks(sub-lexical processing): [1] English word naming task(whole word level), [2] rhyme judgement task(rhyme level), and [3] phoneme deletion task(phoneme level). Forty-three late Korean-English bilinguals participated in all three tasks. In these tasks, participants showed better performance in regular word conditions compared to irregular word conditions, demonstrating a clear English regularity effect. Post-hoc correlational analysis revealed strong correlation between word naming task and rhyme judgement task, which is different from the results reported with English monolinguals. The contradicting results might be due to the relevantly low English proficiency level among late Korean-English bilingual speakers. In conclusion, this study suggests that late Korean-English bilinguals make use of L2 grapheme-to-phoneme conversion (GPC) rule when reading L2 English words.
Keywords
Korean-English bilinguals; grapheme-to-phoneme conversion rule; regularity effect;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 권유안, & 남기춘 (2011). 한글 음절 이웃 효과에서 한자어 형태소의 영향: 표기 및 음운 이웃과 한자어 이웃과의 관련성 중심으로. 한국심리학회지: 인지 및 생물, 23(3), 301-319.
2 권유안, 조혜숙, 김충명, & 남기춘 (2006). 한국어 시각단어재인에서 나타나는 이웃효과. 말소리, 60(0), 29-45.
3 김선미, & 남기춘 (2010). 음운 현상과 연속 발화에서의 단어인지-종성중화 작용을 중심으로. 말소리와 음성과학, 2(2), 17-25.
4 남기춘, 서광준, 최기선, 이경인, 김태훈, & 이만영 (1997). 한글 단어 재인에서의 단어 길이 효과. 한국심리학회지: 인지 및 생물, 9(2), 1-18.
5 박권생 (1996). 한글 단어 재인 과정에서 음운부호의 역할. 한국심리학회지: 인지 및 생물, 8(1), 25-44.
6 박현수, & 이만영 (2004). 한국어 모어 화자의 음절에 의한 말소리 분절. 한국심리학회지: 인지 및 생물, 16(3), 261-283.
7 배성봉, & 이광오 (2010). 한국어 단어 재인에서 표기 음절과 음운 음절의 처리. 한국심리학회지: 인지 및 생물, 22(3), 369-385.
8 이광오 (1996). 한글 글자열의 음독과 음운규칙. 한국심리학회지: 인지 및 생물, 8(1), 1-23.
9 이광오, & 박현수 (1997). 음성지각과정에서 음절의 역할과 기절음절의 복원. 한국심리학회지: 인지 및 생물, 9(1), 73-94.
10 이윤형, 여명선, & 남기춘 (2001). 한국인에게서 보이는 영어 단어 길이와 규칙성 효과. 이중언어학, 18(단일호), 215-234.
11 이윤형, 이재욱, 황유미, 정유진, & 남기춘 (2000). 한국인의 영어단어 재인 과정: 단어 규칙성 효과를 중심으로. 외국어교육, 7(1), 25-44.
12 조증열, & 이강은 (2004). 초등학생의 한국어 음운처리 기술이 영어 읽기와 어휘력에 미치는 영향. 한국심리학회지: 발달, 17(4), 145-157.
13 Adams, M. J. (1994). Chapter 6 Analyzing the Reading Process. Orthographic Processing. Beginning to read: Thinking and learning about print (pp.107-136).: MIT press.
14 Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology, 38(1), 114-133.   DOI
15 Besner, D., & Johnston, J. C. (1989). Reading and the mental lexicon: On the uptake of visual information. In w. Marslen-Wilson (ed.), Lexocal representation and process (pp. 291-316). Cambridge, MA: MIT Press
16 Blevins, J., & Goldsmith, J. (1995). The syllable in phonological theory. In J. A. Goldsmith (Ed.), The handbook of phonological theory (pp.206-244). Cambridge: Blackwell.
17 Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. (International Academy for Research in Learning Disabilities Monograph Series No. 1). Ann Arbor: University of Michigan Press
18 Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature. 271, 746-747.   DOI
19 Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 310, 419-421.
20 Bruyer, R., & Brysbaert, M. (2011). Combining speed and accuracy in cognitive psychology: is the inverse efficiency score (IES) a better dependent variable than the mean reaction time (RT) and the percentage of errors (PE)?. Psychologica Belgica, (51), 5-13.
21 Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental psychology, 26(3), 429-438.   DOI
22 Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological review, 100(4), 589-608.   DOI
23 Cardoso-Martins, C. (1994). Rhyme perception: Global or analytical? Journal of Experimental Child Psychology, 57(1), 26-41.   DOI
24 Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111.   DOI
25 Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp.151-216). London: Academic Press.
26 Coltheart, M., & Rastle, K. (1994). Serial processing in reading aloud: evidence for dual-route models of reading. Journal of Experimental Psychology: human perception and performance, 20(6), 1197-1211.   DOI
27 Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological review, 108(1), 204-256.   DOI
28 Cortese, M. J., & Simpson, G. B. (2000). Regularity effects in word naming: What are they? Memory & Cognition, 28(8), 1269-1276.   DOI
29 Costa, A., Colome, A., Gomez, O., & Sebastian-Galles, N. (2003). Another look at cross-language competition in bilingual speech production: Lexical and phonological factors. Bilingualism: Language and Cognition, 6(03), 167-179.   DOI
30 D'angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22(04), 479-507.
31 Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: human perception and performance, 5(4), 674-691.   DOI
32 de Groot, A. M., Borgwaldt, S., Bos, M., & van den Eijnden, E. (2002). Lexical decision and word naming in bilinguals: Language effects and task effects. Journal of Memory and Language, 47(1), 91-124.   DOI
33 Dijkstra, T., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(03), 175-197.
34 Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1(04), 371-385.   DOI
35 Gollan, T. H., Forster, K. I., & Frost, R. (1997). Translation priming with different scripts: Masked priming with cognates and noncognates in Hebrew-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(5), 1122-1139.   DOI
36 Goswami, U. (1993). Phonological skills and learning to read. Annals of the New York Academy of Sciences, 682(1), 296-311.   DOI
37 Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171-188.   DOI
38 Hue, C.-W. (1992). Recognition processes in character naming. Advances in psychology, 90, 93-107.   DOI
39 Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. J. (2007). Paired-associate learning, phoneme awareness, and learning to read. Journal of experimental child psychology, 96(2), 150-166.   DOI
40 Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of experimental child psychology, 82(1), 2-28.   DOI
41 Jared, D. (1997). Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language, 36(4), 505-529.   DOI
42 Jared, D. (2002). Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language, 46(4), 723-750.   DOI
43 Jared, D., & Kroll, J. F. (2001a). Cognitive processes bilingual reading. Indyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link, 262-280.
44 Jared, D., & Kroll, J. F. (2001b). Do bilinguals activate phonological representations in one or both of their languages when naming words? Journal of Memory and Language, 44(1), 2-31.   DOI
45 Jared, D., McRae, K., & Seidenberg, M. S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29(6), 687-715.   DOI
46 Jared, D., & Seidenberg, M. S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: human perception and performance, 16(1), 92-105.   DOI
47 Jouravlev, O., Lupker, S. J., & Jared, D. (2014). Cross-language phonological activation: Evidence from masked onset priming and ERPs. Brain and language, 134, 11-22.   DOI
48 Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of educational psychology, 78(4), 243.   DOI
49 Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25(6), 1259-1282.   DOI
50 Kang, J., Kim, S., & Nam, K. (2012). The Effects of Syllable Boundary Ambiguity on Spoken Word Recognition in Korean Continuous Speech. KSII Transactions on Internet and Information Systems (TIIS), 6(11), 2800-2812.   DOI
51 Kureta, Y., Fushimi, T., & Tatsumi, I. F. (2006). The functional unit in phonological encoding: Evidence for moraic representation in native Japanese speakers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1102.   DOI
52 Lin, C.-H., & Collins, P. (2012). The effects of L1 and orthographic regularity and consistency in naming Chinese characters. Reading and Writing, 25(7), 1747-1767.   DOI
53 Melby-Lervag, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322-352.   DOI
54 Morais, J., Cluytens, M., & Alegria, J. (1984). Segmentation abilities of dyslexics and normal readers. Perceptual and Motor Skills, 58(1), 221-222.   DOI
55 Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental psychology, 40(5), 665-681.   DOI
56 Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of experimental child psychology, 71(1), 3-27.   DOI
57 Pennington, B. F., Orden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child development, 61(6), 1753-1778.   DOI
58 Nakayama, M., Sears, C. R., Hino, Y., & Lupker, S. J. (2012). Cross-script phonological priming for Japanese-English bilinguals: Evidence for integrated phonological representations. Language and Cognitive Processes, 27(10), 1563-1583.   DOI
59 Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32(2), 154-167.   DOI
60 Pattamadilok, C., Bulnes, L. C., Devlin, J. T., Bourguignon, M., Morais, J., Goldman, S., & Kolinsky, R. (2015). How Early Does the Brain Distinguish between Regular Words, Irregular Words, and Pseudowords during the Reading Process? Evidence from Neurochronometric TMS. Journal of Cognitive Neuroscience. 27(6), 1259-1274   DOI
61 Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 74(1), 129-144.   DOI
62 Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological review, 103(1), 56.   DOI
63 Schwartz, A. I., Kroll, J. F., & Diaz, M. (2007). Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive Processes, 22(1), 106-129.   DOI
64 Seidenberg, M. S., & Tanenhaus, M. K. (1979). Orthographic effects on rhyme monitoring. Journal of Experimental Psychology: Human Learning and Memory, 5(6), 546-554.   DOI
65 Timmer, K., Ganushchak, L. Y., Ceusters, I., & Schiller, N. O. (2014). Second language phonology influences first language word naming. Brain and language, 133, 14-25.   DOI
66 Shapiro, J., Nix, G. W., & Foster, S. F. (1990). Auditory perceptual processing in reading disabled children. Journal of Research in Reading, 13(2), 123-132.   DOI
67 Spencer, E. J., Schuele, C. M., Guillot, K. M., & Lee, M. W. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39(4), 512-520.   DOI
68 Stuart, M. (1990). Processing strategies in a phoneme deletion task. The Quarterly Journal of Experimental Psychology, 42(2), 305-327.   DOI
69 Townsend, J. T., & Ashby, F. G. (1978). Methods of modeling capacity in simple processing systems. Cognitive theory, 3, 200-239.
70 Townsend, J. T., & Ashby, F. G. (1983). Stochastic modeling of elementary psychological processes. CUP Archive.
71 Tree, J. J., Longmore, C., & Besner, D. (2011). Orthography, phonology, short-term memory and the effects of concurrent articulation on rhyme and homophony judgements. Acta psychologica, 136(1), 11-19.   DOI
72 Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. Phonological processes in literacy: A tribute to Isabelle Y. Liberman, 67-83.
73 Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental psychology, 30, 73-87.   DOI
74 Ziegler, J. C., Bertrand, D., Toth, D., Csepe, V., Reis, A., Faisca, L., ... & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading a cross-language investigation. Psychological Science, 21, 551-559.   DOI
75 Warmington, M., & Hulme, C. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16(1), 45-62.   DOI
76 Ziegler, J. C., Perry, C., & Coltheart, M. (2003). Speed of lexical and nonlexical processing in French: The case of the regularity effect. Psychonomic Bulletin & Review, 10(4), 947-953.   DOI
77 Ziegler, J. C., Perry, C., & Coltheart, M. (2000). The DRC model of visual word recognition and reading aloud: An extension to German. European Journal of Cognitive Psychology, 12, 413-430.   DOI