@article{oai:sojo-u.repo.nii.ac.jp:00001248,
 author = {Chris, TEMPEST},
 journal = {崇城大学紀要, Bulletin of Sojo University},
 month = {},
 note = {Even with the increasing popularity and importance given to EFL education in Japan, Japanese standards are seen to be lagging behind in East Asia. Taking a quantitative approach, this study focuses on the effect of first language (L1) Japanese orthographic influence on second language (L2) English word production in regards to which processing skills are relied on when producing unfamiliar words at a junior high school in Japan.  Participants were given a spelling test of unfamiliar words prior to and following explicit spelling instruction in common spelling patterns. The results show that after being given explicit instruction in common L2 spelling patterns, students were able to more accurately produce unfamiliar words.  However, contrary to the hypotheses, students had difficulty producing words that had a one-to-many grapheme-phoneme correspondence and a high rate of L1 influence.  Explicit instruction did not show any significant effect of limiting L1 influences, despite a higher rate of successful productions.},
 pages = {113--126},
 title = {第二言語での単語の綴りへの母国語表記の影響},
 volume = {42},
 year = {2017}
}