Mastering a second language is a challenge for many adults, but what makes it so difficult? Unlike infants who naturally acquire their first language (L1) through immersion, adults struggle with certain aspects, particularly prosody—the rhythm, stress, and intonation of speech. A recent study from Cambridge sheds light on an unexpected factor that may hinder adults' ability to learn a new language: orthographic input (written representation of speech).

The findings reveal that while adults can attune to the prosody of a new language with minimal exposure, seeing written text alongside spoken language can actually interfere with this process. This discovery has important implications for language learning methods, raising questions about the best way to introduce second languages to adult learners.

Prosody in First and Second Language Acquisition

Prosody plays a crucial role in early language acquisition. Infants rely on prosodic cues to distinguish between languages, segment speech, and develop phonological awareness. In contrast, adult L2 learners face considerable challenges in attuning to prosody. Unlike children who acquire language in immersive auditory environments, adults often learn through structured lessons that incorporate written forms, which may interfere with natural prosodic attunement.

The Study: Investigating Prosodic Sensitization in Adults

A study published by Cambridge researchers sought to determine whether adults can auditorily attune to the prosody of a novel language and how orthography affects this process. The researchers exposed Czech listeners to five minutes of M?ori speech, a language unfamiliar to them. Participants were then tested on their ability to recognize M?ori in low-pass filtered audio clips (which remove fine phonetic details but retain prosodic patterns), distinguishing it from Malay, a prosodically similar language.

Key Findings: Adults Can Attune to Prosody but Orthography Impairs Learning

Image générée — Estimated accuracy of language recognition across different exposure conditions, source: Cambridge

The study revealed two critical insights:

Adults Can Sensitize to Novel-Language Prosody – Even after just five minutes of exposure, participants reliably identified M?ori speech in the post-test. This demonstrates that adults possess an inherent ability to perceive and attune to new prosodic patterns, even with minimal exposure.
Orthographic Input Hampers Prosodic Learning – When participants were exposed to M?ori speech alongside written transcriptions, their recognition accuracy declined. This was particularly pronounced when the orthographic system was deep (i.e., it did not transparently represent the sounds of the language) or when the script was entirely unfamiliar.

Implications for Language Learning

These findings challenge traditional language-teaching methodologies, which often incorporate written text early in instruction. The results suggest that introducing orthography too soon may disrupt natural prosodic attunement, making it harder for learners to internalize the rhythm and intonation patterns of the new language.

Key takeaways for language educators:

Prioritizing auditory exposure in the early stages of L2 learning may enhance prosodic acquisition.
Reducing reliance on written forms, especially deep orthographies, could facilitate a more natural learning process.
Language immersion without initial exposure to text may improve learners' ability to recognize and produce native-like intonation patterns.

Future Research Directions

The study raises further questions about the relationship between orthography and prosody tracking in adult learners. Future research could explore:

The neural mechanisms underlying the interaction between prosodic sensitization and orthographic interference.
How different L1-L2 language pairings affect the impact of orthography on prosody learning.
Whether longer exposure to a novel language can mitigate the negative effects of orthographic input.

Conclusion

This research underscores the importance of auditory immersion in second-language acquisition. While adults can attune to novel prosody with minimal exposure, written input—especially in deep orthographic systems—can hinder this process. These findings have profound implications for linguistic theories of language acquisition and practical applications in language education. By rethinking how and when orthography is introduced in language learning, educators can create more effective teaching strategies that align with the natural processes of auditory learning and prosodic attunement.