We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Find out more about the Kindle Personal Document Service.
In this chapter, we first review several cognitive explanations for age effects in second (L2) language learning, particularly those that relate to different aspects of human memory. We then report the results of a study that compares the performance of age-matched groups of children and adults (native speakers and L2 learners) on explicit and implicit tests of memory of English words read under two conditions (story vs. list). Overall, the obtained findings showed no essential differences in memory performance between 11–13-year-old children and 17–26-year-old adults learning English as their L2. More strikingly, the L2 learners’ performance on tests of explicit and implicit memory was very similar to the performance of age-matched native English-speaking children and adults. We discuss contributions of explicit and implicit memory to child–adult differences in L2 learning.
Email your librarian or administrator to recommend adding this to your organisation's collection.