Executive and Phonological Processes in Second-Language Acquisition

Autor/inn/en	Engel de Abreu, Pascale M. J.; Gathercole, Susan E.
Titel	Executive and Phonological Processes in Second-Language Acquisition
Quelle	In: Journal of Educational Psychology, 104 (2012) 4, S.974-986 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0028390
Schlagwörter	Spelling; Phonology; French; Reading Comprehension; Phonological Awareness; Second Languages; Multilingualism; Short Term Memory; Executive Function; Correlation; Language Proficiency; Native Language; Measures (Individuals); Cognitive Processes; Transfer of Training; Indo European Languages + Suchen Sie Ihr Suchwort? Schreibweise; Fonologie; Französisch; Leseverstehen; Second language; Zweitsprache; Mehrsprachigkeit; Multilingualismus; Kurzzeitgedächtnis; Korrelation; Language skill; Language skills; Sprachkompetenz; Messdaten; Cognitive process; Kognitiver Prozess; Training; Transfer; Ausbildung; Indoeuropäisch
Abstract	This article reports a latent variable study exploring the specific links among executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of complex span, verbal short-term storage, and phonological awareness, and tests of proficiency in a range of linguistic domains (vocabulary, grammar, and literacy) in Luxembourgish (L1), German (familiar L2), and French (unfamiliar L3). Results indicate that executive processing abilities, phonological short-term memory, and phonological awareness operate as distinct but related constructs that manifest differential associations with native and second language proficiency in multilingual children: Phonological short-term memory was uniquely linked to vocabulary in L1 and the structurally similar L2; executive processes were related to grammar across languages, reading comprehension, and spelling; and phonological awareness made specific contributions to word decoding, spelling, and language proficiency in the structurally dissimilar L3. Phonological processing abilities appear to be critical for acquiring the sound structure of a new language, whereas executive processes share more general links with higher order linguistic abilities in second language learners. (Contains 3 tables, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10