@article{BuerkiFoschiniWelbyClementetal.2019,
  author    = {B{\"u}rki-Foschini, Audrey Damaris and Welby, Pauline and Clement, Melanie and Spinelli, Elsa},
  title     = {Orthography and second language word learning},
  series = {The journal of the Acoustical Society of America},
  volume    = {145},
  journal   = {The journal of the Acoustical Society of America},
  number    = {4},
  publisher = {American Institute of Physics},
  address   = {Melville},
  issn      = {0001-4966},
  doi       = {10.1121/1.5094923},
  pages     = {EL265 -- EL271},
  year      = {2019},
  abstract  = {French participants learned English pseudowords either with the orthographic form displayed under the corresponding picture (Audio-Ortho) or without (Audio). In a naming task, pseudowords learned in the Audio-Ortho condition were produced faster and with fewer errors, providing a first piece of evidence that orthographic information facilitates the learning and on-line retrieval of productive vocabulary in a second language. Formant analyses, however, showed that productions from the Audio-Ortho condition were more French-like (i.e., less target-like), a result confirmed by a vowel categorization task performed by native speakers of English. It is argued that novel word learning and pronunciation accuracy should be considered together. (C) 2019 Acoustical Society of America},
  language  = {en}
}