Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 between Beginning and Intermediate Learners

Autor/inn/en	Sumioka, Norihiko; Williams, Atsuko; Yamada, Jun
Titel	Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 between Beginning and Intermediate Learners
Quelle	In: Journal of Psycholinguistic Research, 45 (2016) 6, S.1407-1418 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-015-9411-1
Schlagwörter	Recall (Psychology); Correlation; Japanese; Bilingualism; Word Frequency; Error Analysis (Language); Numbers; Language Tests; English (Second Language); Second Language Learning; High School Students; Language Proficiency; Asians; Native Language; Second Language Instruction; Foreign Countries; College Students; Evening Programs; Psycholinguistics + Suchen Sie Ihr Suchwort? Abberufung; Korrelation; Japaner; Japanisch; Bilingualismus; Word analysis; Frequency; Wortanalyse; Häufigkeit; Error analysis; Language; Fehleranalyse; Zahlenraum; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Asian; Asiat; Asiatin; Asiaten; Asiate; Fremdsprachenunterricht; Ausland; Collegestudent; Evening studies; Evening class; Abendstudium; Psycholinguistik
Abstract	A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermediate-level English proficiency. The major findings were that, only for the high school group, the small numbers 1 and 2 in middle positions of lists were recalled better than the large numbers 8 and 9 and there was a significant correlation between number frequency in Japanese and recall performance. Equally intriguing was that in both groups for adjacent transposition errors, smaller numbers tended to appear in the first position and large numbers in the second; also, omission errors were commonly seen for larger numbers. These phenomena are interpreted as reflecting frequency and/or frequency-related effects. Briefly discussed were the bilingual short-term memory system, effects of number value, generality and implications of the findings, and weaknesses of the study. (As Provided).
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Update	2020/1/01