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THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING

Published online by Cambridge University Press:  15 August 2012

Katherine I. Martin  and
Nick C. Ellis
Katherine I. Martin*
Affiliation:
University of Michigan
Nick C. Ellis
Affiliation:
University of Michigan
*
*Correspondence regarding this work should be addressed to Katherine Martin, Department of Linguistics, 2832 Cathedral of Learning, University of Pittsburgh, Pittsburgh, PA, 15260; e-mail: kim20@pitt.edu.
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Abstract

This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign language before being exposed to plural forms in sentence contexts. Participants were tested on their ability to induce the grammatical forms and to generalize the forms to novel utterances. Individual differences in final abilities in vocabulary and grammar correlated between 0.44 and 0.76, depending on the measure. Despite these strong associations, the results demonstrated significant independent effects of PSTM and WM on L2 vocabulary learning and on L2 grammar learning, some of which were mediated by vocabulary and some of which were direct effects.

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ARTICLES
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Studies in Second Language Acquisition , Volume 34 , Issue 3 , September 2012 , pp. 379 - 413
Copyright
Copyright © Cambridge University Press 2012

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