Declarative and Procedural Memory as Individual Differences in Second Language Acquisition

Autor/inn/en	Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Brill-Schuetz, Katherine A.; Carpenter, Helen; Wong, Patrick C. M.
Titel	Declarative and Procedural Memory as Individual Differences in Second Language Acquisition
Quelle	In: Bilingualism: Language and Cognition, 17 (2014) 1, S.56-72 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000715
Schlagwörter	Individual Differences; Cognitive Ability; Memory; Second Language Learning; Bilingualism; Syntax; Language Tests; Linguistic Theory; Correlation; Artificial Languages; Prediction; Grammar; Learning Theories + Suchen Sie Ihr Suchwort? Individueller Unterschied; Denkfähigkeit; Gedächtnis; Zweitsprachenerwerb; Bilingualismus; Language test; Sprachtest; Linguistische Theorie; Korrelation; Vorhersage; Grammatik; Learning theory; Lerntheorie
Abstract	This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received extended comprehension and production practice using the L2. Syntactic development was assessed at both early and late stages of acquisition. Results indicated positive relationships between declarative learning ability and syntactic development at early stages of acquisition and between procedural learning ability and development at later stages of acquisition. Individual differences in these memory abilities accounted for a large amount of variance at both stages of development. The findings are consistent with theoretical perspectives of L2 that posit different roles for these memory systems at different stages of development, and suggest that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10