Phonological Short‐term Memory and Foreign Language Learning

Masoura, Elvira; Gathercole, Susan E.

doi:10.1080/002075999399738

Cited by 145 publications

(167 citation statements)

References 26 publications

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“…This is consistent with Masoura and Gathercole's (1999) findings showing that stored knowledge of the phonological structure of the language facilitates the learning of new vocabulary. Costa, Santesteban, and Caño (2005) and Strijkers et al (2010) gathered evidence indicating that cognates have facilitatory effects during lexical access and production; we showed facilitatory effects in memory (more retention of familiar forms).…”

Section: Discussionsupporting

confidence: 82%

Recognition memory for foreign language lexical stress

Suárez

Goh

2013

Mem Cogn

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This study investigated whether English speakers retained the lexical stress patterns of newly learned Spanish words. Participants studied spoken Spanish words (e.g., DUcha [shower], ciuDAD [city]; stressed syllables in capital letters) and subsequently performed a recognition task, in which studied words were presented with the same lexical stress pattern (DUcha) or the opposite lexical stress pattern (CIUdad). Participants were able to discriminate same-from opposite-stress words, indicating that lexical stress was encoded and used in the recognition process. Word-form similarity to English also influenced outcomes, with Spanish cognate words and words with trochaic stress (MANgo) being recognized more often and more quickly than Spanish cognate words with iambic stress (soLAR) and noncognates. The results suggest that while segmental and suprasegmental features of the native language influence foreign word recognition, foreign lexical stress patterns are encoded and not discarded in memory.Keywords Lexical stress . Auditory word recognition . Bilingualism . Psycholinguistics . Language acquisition Lexical stress refers to the pattern of stressed and unstressed syllables within single words. For example, the word pencil is pronounced with more stress on the first syllable (/′pen/) than on the second syllable (/səl/). The present study employed a recognition memory task to investigate two research questions: first, whether English speakers use foreign lexical stress cues to recognize newly learned Spanish words and, second, the extent to which similarity to English word forms influences the recognition process. Lexical stress cues in English and Spanish

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Section: Discussionsupporting

confidence: 82%

Recognition memory for foreign language lexical stress

Suárez

Goh

2013

Mem Cogn

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“…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).…”

Section: Ii2 the Architecture Of Working Memorymentioning

confidence: 99%

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

Gilabert¹,

Muñoz²

2010

ijes

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The goal of this study is to investigate the role of working memory capacity in L2 attainment and performance. The study uses an L1 reading span task to measure working memory of a group of 59 highintermediate/advanced learners of English, and a film retelling task to measure their oral production. The analysis first showed a moderate to high correlation between proficiency measured by a general proficiency test and learners' fluency, lexical complexity, and accuracy but not structural complexity on the retelling task. Secondly, no correlation was found between overall proficiency and working memory. Thirdly, a weak correlation was found between fluency and lexical complexity, and working memory. When the group was split into top and bottom levels of proficiency, moderate correlations were found between lexical complexity and working memory only for the high-proficiency group. The results are discussed in the light of previous research. KEY WORDS:Working memory, language learning aptitude, fluency, lexical complexity, structural complexity, accuracy, narrative performance. RESUMENEl objetivo de este estudio es investigar el rol de la capacidad de memoria operativa en la proficiencia y la producción en una L2. El estudio utiliza una tarea de reading span en la L1 para medir la memoria operativa de un grupo de 59 estudiantes de inglés de nivel intermedio alto/avanzado, y una tarea narrativa para medir su producción oral. Los análisis muestran correlaciones significativas entre la proficiencia medida por un test de proficiencia general y la fluidez, complejidad léxica, y corrección, aunque no con la complejidad estructural. Las correlaciones también son positivas y significativas entre la memoria operativa y la fluidez y complejidad léxica, pero no se observa una correlación significativa entre la proficiencia general y la memoria operativa. Cuando se divide el grupo entre los niveles más altos y más bajos se encuentran correlaciones moderadas entre la complejidad léxica y la memoria operativa sólo para el grupo de proficiencia alta. Los resultados se analizan en base a los escasos trabajos previos.

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“…The evidence for this is now extensive. Individual differences studies of typically developing samples of children have established highly specific links between nonword repetition and knowledge of vocabulary of both the native language (e.g., Gathercole & Baddeley, 1989;Gupta, 2003) and foreign languages (e.g., Cheung, 1996;Masoura & Gathercole, 1999). Children's nonword repetition abilities are also highly associated with the speed of learning the phonological forms of new words under experimental conditions that control exposure to the novel tokens, although not to nonphonological aspects of learning such as the acquisition of semantic features (e.g., Gathercole, Service, Hitch, Adams, & Martin, 1999;Gupta, 2003).…”

mentioning

confidence: 99%

Nonword repetition in specific language impairment: More than a phonological short-term memory deficit

Archibald

Gathercole

2007

Psychonomic Bulletin & Review

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127

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The possible role of phonological short-term memory in the nonword repetition deficit of children with specific language impairment (SLI) was investigated in a study comparing serial recall and nonword repetition of sequences of auditorily presented CV syllables. The SLI group showed impairments in both serial recall and nonword repetition relative to typically developing children of the same age, however the SLI deficit in nonword repetition was greater and persisted even when differences on an independent measure of short-term memory were taken into account. These findings cannot be readily explained in terms of a sole deficit in short-term memory, and point instead to differences between the serial recall and nonword repetition paradigms as potential factors contributing to this disorder of learning.

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Phonological Short‐term Memory and Foreign Language Learning

Cited by 145 publications

References 26 publications

Recognition memory for foreign language lexical stress

Recognition memory for foreign language lexical stress

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

Nonword repetition in specific language impairment: More than a phonological short-term memory deficit

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