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Academic Paper


Title: English as a foreign language spelling development: A longitudinal study
Author: Janina Kahn-Horwitz
Institution: Oranim Academic College
Author: Richard L. Sparks
Institution: College of Mount St. Joseph
Author: Zahava Goldstein
Institution: University of Haifa
Linguistic Field: Applied Linguistics; Language Acquisition
Subject Language: English
Hebrew
Abstract: English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.

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This article appears IN Applied Psycholinguistics Vol. 33, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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