L2 word recognition in French–English late bilinguals: Does modality matter?

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