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Children's Foreign Word Recognition at First Exposure: The Role of Phonological Similarity and Utterance Position

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Title: Children's Foreign Word Recognition at First Exposure: The Role of Phonological Similarity and Utterance Position
Language: English
Authors: Katie Von Holzen (ORCID 0000-0001-7636-2209), Rochelle S. Newman (ORCID 0000-0002-1626-4241)
Source: Language Learning. 2026 76(2):565-596.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Word Recognition, Sentence Structure, Phonological Awareness, Phonemes, Proximity, Young Children, Language Processing, North American English
Geographic Terms: Maryland
DOI: 10.1111/lang.70009
ISSN: 0023-8333
1467-9922
Abstract: The current study examined how children apply their phonological knowledge to recognize translation equivalents in a foreign language. Target words for recognition were either phonologically similar (cognate) or dissimilar (noncognate) to words they already knew in their first language. To examine how recognition of such words is impacted by their position in the utterance, target words were either embedded in an edge (Experiment 1) or non-edge (Experiment 2) position in the carrier phrase. Results show that preschool-aged children can recognize words from a foreign language when those words are phonologically similar to words they know in their first language, and this is not constrained by the word's location within an utterance. Children are at an advantage recognizing new lexical items in a new language if those items are similar in form to words they already know in their first language.
Abstractor: As Provided
Notes: https://osf.io/q9duz
Entry Date: 2026
Accession Number: EJ1504364
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Katie+Von+Holzen%22">Katie Von Holzen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7636-2209">0000-0001-7636-2209</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rochelle+S%2E+Newman%22">Rochelle S. Newman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1626-4241">0000-0002-1626-4241</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2026 76(2):565-596.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: The current study examined how children apply their phonological knowledge to recognize translation equivalents in a foreign language. Target words for recognition were either phonologically similar (cognate) or dissimilar (noncognate) to words they already knew in their first language. To examine how recognition of such words is impacted by their position in the utterance, target words were either embedded in an edge (Experiment 1) or non-edge (Experiment 2) position in the carrier phrase. Results show that preschool-aged children can recognize words from a foreign language when those words are phonologically similar to words they know in their first language, and this is not constrained by the word's location within an utterance. Children are at an advantage recognizing new lexical items in a new language if those items are similar in form to words they already know in their first language.
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  Data: https://osf.io/q9duz
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      – SubjectFull: Sentence Structure
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      – SubjectFull: Phonological Awareness
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