Spelling development in arabic as a foreign language among native hebrew speaking pupils

Susie Russak, Alon Fragman

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic proficiency. This study examined the developmental trajectory for spelling in AFL among native Hebrew speaking adolescents, with specific attention to the development of accurate representations for four novel phonemes and their graphic symbols. The sample included eighth (N = 119), ninth (N = 125), and tenth graders (N = 91). We were further interested in examining the contribution of orthographic as opposed to phonological knowledge to spelling in AFL. Five experimental tasks were created for the study: real word recognition, orthographic sensitivity, auditory discrimination, and dictation of real and pseudowords. Findings for the eighth grade replicated earlier findings for real word spelling (Fragman & Russak, 2010) showing 20 % accuracy scores. While spelling accuracy improved by tenth grade, scores remained extremely low (25 %). Lexical representations for the four novel phonemes tested were also generally low, with different levels of accuracy for each phoneme. It is possible that the difficulties were the result of interference from shared linguistic elements. Finally, it was found that both orthographic as well as phonological knowledge contribute to real and pseudoword spelling. Implications of these findings are discussed in relation to language teaching policy and pedagogy.

Original languageEnglish
Pages (from-to)359-381
Number of pages23
JournalReading and Writing
Volume27
Issue number2
DOIs
StatePublished - 1 Feb 2014

Keywords

  • Arabic as a foreign language
  • Language interference
  • Novel phonemes
  • Orthographic knowledge
  • Phonological knowledge
  • Spelling

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

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