Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance of written materials. One might expect written L2 word recognition to be more accurate than spoken one. This modality effect could also depend on L2 proficiency and the presence of cognate items, closer orthographically than phonologically for most language pairs. Two experiments were conducted with 50 intermediate proficiency French–English bilinguals. Experiment 1 highlighted this modality effect on accuracy and a session effect reflecting a benefit from oral to written modality on latency. In Experiment 2, which included both cognate and non-cognate words, modality effect was even stronger for cognate words and cognate effect depended on modality. In both experiments, these effects depend on L2 proficiency. These findings are discussed according to bilingual word recognition models.

中文翻译：

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法语-英语晚期双语者的 L2 单词识别：模态重要吗？

第二语言 (L2) 学习的研究通常只在任务完成期间考虑一种模式。不清楚 L2 性能是否与任何形式一样准确。学校二语学习的特点是书面材料占主导地位。人们可能期望书面 L2 单词识别比口语更准确。这种模态效应还可能取决于 L2 熟练程度和同源项目的存在，对于大多数语言对来说，拼写上比语音上更接近。对 50 名中级法语-英语双语者进行了两次实验。实验 1 强调了这种模态对准确性的影响以及反映从口头到书面模态对延迟的好处的会话效应。在实验 2 中，包括同源词和非同源词，同源词的情态效应更强，同源效应依赖于情态。在这两个实验中，这些影响取决于 L2 熟练程度。这些发现是根据双语单词识别模型进行讨论的。