Language Out Loud: Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition

Abstract

The inquiries of the present investigation aim to consider the role of reading, including the processes involved in reading and reading instruction, in the initial stages of foreign language (FL) learning, specifically emphasizing their application in phonological recoding, regardless of semantic comprehension. This study presents a narrative review of the literature in areas such as the science of reading, skill acquisition theory, oral reading fluency, and FL instruction, as well as the overlap in L1 and L2 literacy processes. The examination of the pre-existing literature includes a composite model created to visually and succinctly present and integrate the material discussed. This model demonstrates the underlying constructs associated with generating output from written discourse.Results from the analyses revealed that the textbook used for the initial stages of FL learning does not prioritize explicit phonetic instruction, the orality of written language, nor engagement with authentic target language literature. Research in L1 literacy processes have demonstrated that explicit instruction in letter-sound correspondences, followed by extensive practice with these skills in extended reading is essential to reading development (Kyte and Johnson; Share; Yoncheva et al.). Yet, despite research demonstrating the importance of these lower-level processing skills and engaging with extended target language discourse in FL learning as well (Askildson; Grabe; Maxim; Nassaji), grapho-phonemic instruction, reading, and phonological recoding are overlooked in the initial stages of FL instruction.