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<p>Several factors influence the acquisition of L2 reading, including similarities and differences between the L1 and L2 orthographies, orthographic depth and consistency, and the method of reading instruction provided. To inform and improve second orthographic instruction methods and expand what is known about L2 orthographic learning when granularity is considered, this study compared two forms of initial instruction provided to 34 English-speaking adults learning to read Korean Hangul. Instruction emphasized either graphemes or syllables, and the learning outcomes included accuracy and reaction time on tests of trained words, novel words, syllables, and graphemes. Syllable instruction resulted in higher accuracy on trained and novel words. Grapheme instruction resulted in greater accuracy on the grapheme matching test, but syllable instruction did not result in greater accuracy on the syllable test. For adults given syllable instruction, there was a significant correlation between phonological awareness (PA) and accuracy on the grapheme and syllable tests. No significant correlations were found for the adults given grapheme instruction, suggesting that there is a different relationship between PA and orthographic outcomes depending on the form of instruction provided. These results confirm and extend previous L2 orthographic learning studies and provide evidence supporting the use of instruction that emphasizes syllables for English-speaking adults learning to read Korean Hangul.</p>

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Differential benefits of syllable versus grapheme instruction for L1 English-speaking adults learning to read words in Hangul

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月3日

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  • Christine Brennan,
  • Emily Heneman-Lee

摘要

Several factors influence the acquisition of L2 reading, including similarities and differences between the L1 and L2 orthographies, orthographic depth and consistency, and the method of reading instruction provided. To inform and improve second orthographic instruction methods and expand what is known about L2 orthographic learning when granularity is considered, this study compared two forms of initial instruction provided to 34 English-speaking adults learning to read Korean Hangul. Instruction emphasized either graphemes or syllables, and the learning outcomes included accuracy and reaction time on tests of trained words, novel words, syllables, and graphemes. Syllable instruction resulted in higher accuracy on trained and novel words. Grapheme instruction resulted in greater accuracy on the grapheme matching test, but syllable instruction did not result in greater accuracy on the syllable test. For adults given syllable instruction, there was a significant correlation between phonological awareness (PA) and accuracy on the grapheme and syllable tests. No significant correlations were found for the adults given grapheme instruction, suggesting that there is a different relationship between PA and orthographic outcomes depending on the form of instruction provided. These results confirm and extend previous L2 orthographic learning studies and provide evidence supporting the use of instruction that emphasizes syllables for English-speaking adults learning to read Korean Hangul.