Automaticity, spelling, and second language learning

This study investigated the relationship between a chronometric estimate of automaticity for the spelling of French words (Automaticity) and performan ce on four tests of French language attainment among a sample of Year 11 st udents of French as a foreign language. Fifty participants each completed a computerized test of French spelling and attainment tests in four aspects of French language learning: reading comprehension, writing fluency, oral f luency, and aural comprehension. Correlations were significant between Auto maticity and performance on all four tests of French language attainment as well as on overall attainment.