How does one’s first language writing script modulate second language reading: evidence from the English Reading Online Project (ENRO)

Abstract

Approximately half of the world’s population is multilingual, and many read in a second language. Thus, an open question is whether and how people’s multilingual knowledge impacts their second language reading processes. To this end, we investigated whether competing influences from people’s first language (L1) writing system (i.e., alphabetic, logographic, or alphasyllabic) impact second language (L2) reading of English (alphabetic). Based on models of L1 and L2 reading, we hypothesized that matches/mismatches in people’s L1 and L2 writing scripts would modulate the expected relationship between L2-English reading proficiency and how often people use their L2 in daily life. Using a subsample of 1073 adults from Siegelman et al. (2023), we found that readers with mismatching L1 writing scripts varied on both English Single Word Accuracy and Speed Measures, and English Extended Word Measures, over and above the expected effects of L2 reading usage. L1-alphabetic and alphasyllabic readers were faster and more accurate than L1-logographic speakers on Single Word Speed and Accuracy Measures. L1-logographic readers were also faster but lower in accuracy on Extended Word Measures vs. L1-alphabetic and alphasyllabic readers. These findings indicate that multilingual knowledge and experience mutually constrain L2 reading and suggest future avenues of theoretical and empirical inquiry.