Speech segmentation in pre-foreign language learners: An investigation of meta-linguistic and linguistic knowledge

This study tests young learners’ ability to segment foreign-language words before they receive classroom instruction in English as a foreign language (EFL). We focus on word segmentation, one of the earliest hurdles in second-language (L2) acquisition, but essential to building a vocabulary in a new language. Specifically, we examine whether segmentation is influenced by individual differences in phonological awareness, the presence of first-language (L1) phonotactic cues to word boundaries, and L1 skills. Primary-school students in Germany (6-9-years old), either monolingual with German only or bilingual with German and another language, were tested on their ability to recognize pseudowords in English speech that were presented in contexts that cued word boundaries either consistent or inconsistent with German phonotactics. Results show that participants recognized pseudowords and that this improves with increasing phonological awareness skill. Nonetheless, L1 phonotactic boundary cues neither influenced performance at the group level nor when individual L1 skills were considered. An exploratory analysis of English receptive vocabulary, however, revealed that pre-EFL learners may initially use L1 phonotactic cues to detect word boundaries but rely less on them once their receptive English vocabulary grows. Similar to adults, pre-EFL learners are able to segment and recognize words in English prior to systematic exposure and classroom instruction, which may be supported by developing phonological awareness skills. However, this does not seem to be underpinned by the transfer of phonotactic cues from the L1, suggesting a lack of continuity in the influence of the L1 on the L2 in foreign language learning across development.