he Orthographic Expectation Effect in Oral Vocabulary Learning of Chinese L2 Learners

Previous research has indicated that English native speakers can develop orthographic expectancy for new words solely through auditory learning, it remains unclear whether orthographic expectancy exists in the process of learning a second language employing an ideographic writing system. This study aims to investigate whether Chinese second language (L2) learners can form orthographic expectancy for newly acquired Chinese characters across two experiments. The findings show that through auditory learning, Chinese L2 learners with higher writing proficiency can form orthographic expectancy for phonogram characters by utilizing phonology-orthography mapping knowledge. These outcomes present the latest evidence regarding whether Chinese L2 learners can generate orthographic expectancy during Chinese character acquisition, underscoring the universality of the orthographic skeleton hypothesis. The pedagogical implications for vocabulary teaching in the context of learning Chinese as a second language are also discussed.