L1 French participants learned novel L2 English words over two days of learning sessions, with half of the words presented with their orthographic forms (Audio-Ortho) and half without (Audio only). One group heard the words pronounced by a single talker, while another group heard them pronounced by multiple talkers. On the third day, they completed a variety of tasks to evaluate their learning. Our results show a robust influence of orthography, with faster response times in both production (Picture naming) and recognition (Picture mapping) tasks for words learned in the Audio-Ortho condition. Moreover, formant analyses of the Picture naming responses show that orthographic input pulls pronunciations of English novel words towards a non-native (French) phonological target. Words learned with their orthographic forms were pronounced more precisely (with smaller Dispersion Scores), but were misplaced in the vowel space (as reflected by smaller Euclidian distances with respect to French vowels). Finally, we found only limited evidence of an effect of talker-based acoustic variability: novel words learned with multiple talkers showed faster responses times in the Picture naming task, but only in the Audio-only condition, which suggests that orthographic information may have overwhelmed any advantage of talker-based acoustic variability.

L1法语参与者在两天的学习课程中学习了新的L2英语单词，其中一半的单词以正字法呈现（Audio-Ortho），一半没有（仅音频）。一组听到单个说话者发音的单词，而另一组听到多个说话者发音的单词。第三天，他们完成了各种任务来评估他们的学习情况。我们的结果显示了正字法的强大影响，在音频正交条件下学习的单词的生产（图片命名）和识别（图片映射）任务中具有更快的响应时间。此外，对图片命名响应的共振峰分析表明，拼写输入将英语小说单词的发音拉向非母语（法语）语音目标。用正字法学习的单词发音更准确（分散分数更小），但在元音空间中放错了位置（正如法语元音的欧几里得距离更小所反映的那样）。最后，我们只发现了基于说话者的声学变异性影响的有限证据：与多个说话者一起学习的新词在图片命名任务中显示出更快的响应时间，但仅限于仅音频条件下，这表明正字法信息可能已经不堪重负基于说话者的声学可变性的任何优势。