中文摘要：

集成的信和声音为用字母语言的成功的读是必要的。如果非字母的语言的说母语的人作为本国的字母读者在以一样的方法读一种字母语言集成信和声音，它仍然保持不清楚。汉语是一个 morpho 音节的系统(每个字符对应于一个音节) 并且与象英语那样的字母语言形成鲜明对照。几 fMRI 研究证明了本国的中国扬声器使用他们的母语系统读英语词。由使用跨 modal 失配否定性(MMN ) 范例，我们直接为在本国的中国说话者之中用英语读调查了信声音集成。在第二语言读物在信声音集成上调查母语背景的效果，学习者们作为一个比较组为服务了的一组本国的朝鲜英国人。我们比较了在一个听觉的仅仅条件(仅仅介绍的元音) 和二个听觉视觉的条件之间的 MMN 回答(AV0，与相应的信同时地介绍的元音；AV200，信介绍了 200 ? 在相应元音前的 ms ) 为本国的汉语和本国的朝鲜语说话者。本国的中国说话者与听觉的仅仅条件相比处于听觉视觉的条件表明了显著地稀释的 MMN 振幅，不管他们的音韵学上的译码速度。相反，本国的朝鲜说话者处于听觉的仅仅条件与那相比在 AV200 显示出放大振幅 MMN。结果建议那母语可以塑造第二个语言学习者的大脑回答到在早阶段读第二种语言。当本国的字母语言说话者能够自动地集成信声音时，本国的非字母的语言说话者可能是不能的使用视觉信息便于他们在早阶段的音韵学上的处理。

英文摘要：

Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan- guage in the same way as native alphabetic readers do. Chinese is a morpho-syllabic system （each character cor- responds to one syllable） and contrasts sharply with alphabetic languages such as English. Several fMRI studies have shown that native Chinese speakers apply their native language system to read English words. By using the cross- modal mismatch negativity （MMN） paradigm, we directly investigated letter-sound integration for reading in English among native Chinese speakers. To investigate the effect of native language background on letter-sound integration in second language reading, a group of native Korean English learners served as a comparison group. We compared MMN responses between an auditory only condition （only vowels presented） and two audiovisual conditions （AV0, vowel presented synchronously with the corresponding letter; AV200, the letter presented 200 ms before the corresponding vowel） for both native Chinese and native Korean speakers. Native Chinese speakers demonstrated significantly attenuated MMN amplitudes in audiovisual conditions compared with the auditory only condition, regardless of their phonological decoding speed. In con- trast, native Korean speakers showed amplified amplitude MMN in AV200 compared with that in the auditory only condition. The results suggest that native language may shape the brain responses of second language learners to reading a second language in the early stages. Native non- alphabetic language speakers may be unable to use visual information to facilitate their phonological processing in the early stage while naT：lye alphabetic language speakers are capable of integrating letter sounds automatically.