Abstract Specific cognitive and linguistic factors, e.g., phonological memory and vocabulary knowledge to name a few, have been shown to influence spelling development in any native language, as well as among individuals learning an additional one. Spelling acquisition is also dependent on language typology, and may be subject to cross-linguistic transfer based on the level of L1 proficiency (e.g., schooling in L1). The present study examined acquisition of English (L2) spelling by a group of 5th and 6th graders (n = 60) whose L1 (Spanish) continues to be the home language, but whose main language of school instruction is L2. We addressed spelling acquisition based on English Language proficiency levels and L1 reading status (i.e., readers or non-readers in native language). Our results suggest that spelling errors reflected L1 interference or interlingual influences, based on structural differences between English and Spanish. Increased levels of L2 proficiency, however, resulted in more intralingual influences as part of the L2 learning process. Phonological memory was the most significant cognitive element supporting L2 spelling, which concurred with previous research. Reading ability in L1 was another contributor to L2 spelling quality, suggesting cross-linguistic transfer. We discuss the possible continuous role of oral L1 influence in the acquisition of L2 spelling and educational implications.

中文翻译：

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来自西班牙语背景的英语学习者的英语拼写习得：认知和语言资源和 L1 阅读状态的作用

摘要 特定的认知和语言因素，例如语音记忆和词汇知识等，已被证明会影响任何母语的拼写发展，以及学习其他语言的个人。拼写习得也取决于语言类型，并且可能会根据 L1 的熟练程度（例如，L1 的学校教育）进行跨语言迁移。本研究调查了一组 5 年级和 6 年级学生 (n = 60) 的英语 (L2) 拼写习得，他们的 L1（西班牙语）仍然是母语，但学校教学的主要语言是 L2。我们根据英语语言能力水平和 L1 阅读状态（即母语阅读者或非阅读者）解决了拼写习得问题。我们的结果表明，基于英语和西班牙语之间的结构差异，拼写错误反映了 L1 干扰或语际影响。然而，作为 L2 学习过程的一部分，L2 熟练程度的提高导致了更多的语内影响。语音记忆是支持 L2 拼写的最重要的认知元素，这与之前的研究一致。L1 的阅读能力是 L2 拼写质量的另一个贡献者，这表明跨语言迁移。我们讨论了口语 L1 影响在获得 L2 拼写和教育意义方面可能的持续作用。语音记忆是支持 L2 拼写的最重要的认知元素，这与之前的研究一致。L1 的阅读能力是 L2 拼写质量的另一个贡献者，这表明跨语言迁移。我们讨论了口语 L1 影响在获得 L2 拼写和教育意义方面可能的持续作用。语音记忆是支持 L2 拼写的最重要的认知元素，这与之前的研究一致。L1 的阅读能力是 L2 拼写质量的另一个贡献者，这表明跨语言迁移。我们讨论了口语 L1 影响在获得 L2 拼写和教育意义方面可能的持续作用。