Pronounceability Effect in L2 Learners 1

This study asks whether phonological form affects adult second language learners’ ability to learn the meanings of novel words. Specifically, we ask whether hard-to-pronounce words, defined as having phones/phone combinations not present in the learner’s native language, are more difficult to learn meanings for, and further, if learnability differences are due to interference from production problems or more general representational difficulties. We exposed participants to easyand hard-to pronounce novel word-novel object pairings and tested their memory for the pairings. Participants who had either repeated words aloud, performed subvocal repetition, or heard another learner’s attempts to repeat the words during exposure performed worse on hard-to-pronounce words when tested immediately after exposure. When tested the following day, all participants, regardless of exposure condition, showed the effect. In a followup experiment, participants who engaged in an articulatory suppression task during learning did not have more difficulty with hard-to-pronounce words, suggesting that differences cannot simply be due to interference. Rather, we suggest that more difficult phonological forms lead to weaker representations which are then more difficult to link up with meanings in memory.