Spelling provides a precise (but sometimes misplaced) phonological target. Orthography and acoustic variability in second language word learning

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