Phonological Memory and Rule Learning

Abstract

Our research reflects the current trend to relate individual differences in second language learning to underlying cognitive processes (e.g., Robinson, 2002). We believe that such investigations, apart from being of practical importance, can also shed light on the cognitive mechanisms underlying the language learning process. Here we focus on the influence of memory, which has long been recognized as an important component of language learning aptitude (J. B. Carroll, 1962; Skehan, 1998). We build on work that has been done in psychology on the relationship between phonological short-term memory (PSTM) and vocabulary learning and ask whether a similar relationship can be traced at the level of grammar learning. Even within grammar, however, we believe that it is necessary to systematically target different domains, because each will potentially draw on different learning mechanisms and be subject to different variables. In this study we focus on an area of

Language aptitude: Desirable trait or acquirable attribute?

“…There is no suggestion, of course, that working memory capacity explains everything (cf. Baddeley, 2003), but Wen (2016) cites a large number of empirical studies which indicate a close and positive relationship between the phonological aspects of working memory and attainment in second language lexical acquisition (e.g., Cheung, 1996;Ellis & Sinclair, 1996;French, 2006;Service, 1992), as well as the acquisition of L2 formulaic sequences and collocations (e.g., Bolibaugh & Foster, 2013;Foster, Bolibaugh & Kotula, 2014;Skrzypek, 2009) and grammar acquisition and development (e.g., French & O'Brien, 2008;Martin & Ellis, 2012;O'Brien, Segalowitz, Collentine, & Freed, 2006, 2007Verhagen & Leseman, 2016;Williams & Lovatt, 2003). Accordingly, a strong connection has been established between phonological working memory capacity and the degree of proficiency achieved in relation to lexis, formulaic sequences and morpho-syntactic constructions (Ellis, 1996(Ellis, , 2012(Ellis, , 2013Martin & Ellis, 2012).…”

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

“…Hence, phonological memory has been found to be a strong predictor of L2 general achievement during the early elementary years (Dufva & Voeten, 1999;French, 2006;Service, 1992;Service & Kohonen, 1995), the development of L2 vocabulary in children (Gupta et al, 2003;Masoura & Gathercole, 1999 and adults (Atkins & Baddeley, 1998;Speciale, Ellis & Bywater, 2004), the development of fluency (O'Brien, Segalowitz, Freed & Collentine, 2007), and grammatical development (French & O'Brien, 2008;Williams & Lovatt, 2003).…”

The Roles of Working Memory Components in Vocabulary Knowledge

“…In another study conducted by Leeser (2007), it was concluded that WM capacity plays some role in learners' L2 reading comprehension and processing grammatical forms. With respect to grammatical rule learning, Williams and Lovatt (2003) also found correlation between phonological memory ability (the phonological component of WM) and rule learning.…”