Ali Akbar Jabbari - Yazd University
Ahmad Reza Eslamizade - Yazd University
Hamide Behroueian - Yazd University

This paper elaborates on Persian and English orthographic shared aspects to study the effects of L۱ Persian on learning English as a foreign language. While there are some examples of letter and sound mismatches in the orthographic system of both languages, those of English are more complex than Persian. In order to see the effect of the mismatch between orthography and transcription, ۴۰ Persian EFL learners were divided into two proficiency groups i.e., advanced and elementary, and their performance was examined on comprehension and production tasks. The learners’ production skills were checked via a list of ۷۶ pseudo words requiring the learners to read them while their voices were recorded. After one week time interval, a comprehension test consisted of ۳۴ items was administered, requiring the learners to listen and choose among the orthographic forms presented to them. It was hypothesized that being educated in L۱ Persian comprising semi-opaque orthography system, the learners would tackle the English opaque graphemes better on the mismatches. However, it was observed that both elementary and advanced groups had difficulty learning English orthography system, showing almost no positive effect from L۱. Only in rare cases more proficient learners performed better due to more schooling education in English. 

Orthographic System, Transcription, Orthographic Depth Hypothesis, Deep Orthography, Shallow Orthography, Alphabetic Writing System