From Script to Sound: Exploring Orthographic Influence on the Lexical Learning of Nonnative Speech Sounds

This study investigated the role orthographic information plays in the lexical learning of consonant length distinction by monolingual English speakers. It manipulated two key variables: orthographic systematicity (whether the target contrast is systematically represented in spelling) and orthographic familiarity (Roman vs. Arabic orthography). Across two experiments comprising five groups (N = 125; n = 25 per group), participants learned 12 pseudowords differing in consonant length (short vs. long). The results showed that systematic Roman orthography significantly enhanced the lexical encoding and retrieval of words containing the length contrast. For Arabic orthography, significant improvement was observed for some learners only after additional training cycles. No differences were found for learners presented with Roman or Arabic spellings that did not systematically mark consonant length compared to those who received no orthographic input. These findings highlight the significant impact of orthographic input on acquiring nonnative speech contrasts.