Executive and phonological processes in second-language acquisition.

Abstract

This paper reports a latent variable study exploring the specific links between 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.Keywords: working memory; executive processes; phonological short-term memory; phonological awareness; second language acquisition; multilingual education Executive and phonological processing has been proposed to play a key role in children's native language learning. If and how these processes account for individual variability in second language acquisition is at present unclear. In an increasingly globalized world with growing international immigration and vigorous debates on foreign language education, an understanding of the cognitive underpinnings of second language learning is of considerable practical as well as theoretical importance. The aim of the present study was to identify the underlying factor structure of executive and phonological processing abilities in young second language learners and to explore the relationship between the identified factors with proficiency in several domains of first (L1), second (L2), and third (L3) languages.

Can Working Memory Strategies Enhance English Vocabulary Learning?

“…This result may be explained by the idea that activating the phonological loop increases the chances to store and retrieve vocabulary (Alharbi, 2015). Similarly, Engel de Abreu and Gathercole (2012) argue that providing learners with opportunities to store and rehearse auditory information may play a key role, especially at early stages of vocabulary learning, which is coherent with the participants of this study, that is, young adults taking an elementary English course.…”

“…For instance, Ellis and Sinclair (1996) the easier it is to learn them and generalize rules from them. Additionally, Engel de Abreu and Gathercole (2012) state that due to the particularities of the phonological loop, that is, storage capacity and rehearsal mechanism, it may play a key role-especially at early stages of vocabulary learning, which is subsequently facilitated by knowledge stored in the learner's long-term memory. Supporting this view, Ellis (1996Ellis ( , 2012Ellis ( , and 2013 argues that the entire phonological loop component may be involved in chunking and consolidating a series of constructions at different linguistic levels (e.g., phonemes, lexis, formulaic sequences, and morphosyntactic constructions) into the long-term memory system.…”

“…There are three main types of memory: long-term, short-term, and working memory (WM); each one of them is in charge of specific functions, but it is the last type that has proved to be particularly associated with how effectively a language is learned. A large body of research (Atkins & Baddeley, 1998;Daneman & Hannon, 2007;Ellis & Sinclair, 1996;Engel de Abreu & Gathercole, 2012;Martin & Ellis, 2012) has demonstrated that WM capacity is crucial for the completion of classroom activities, and it is also evident that such capacity varies from one person to another, accounting for differences in learning achievement. Likewise, there exist various views supporting the idea that WM can actually be trained; hence, increasing its capacity to retain and process the information required for effective language learning to take place (Chein & Morrison, 2010;Gathercole & Alloway, 2007;McNamara & Scott, 2001).…”

Cognitive Predictors of 5-Year-Old Students’ Early Number Sense // Predictores cognitivos del conocimiento numérico temprano en alumnado de 5 años

“…En los últimos años, los investigadores se han encargado de estudiar la relevancia que la memoria de trabajo presenta en el desarrollo de las competencias escolares básicas (Alloway y Passolunghi, 2011; Engel de Abreu y Gathercole, 2012). Concretamente, la investigación avala el papel de los distintos componentes de la memoria de trabajo como predictor del aprendizaje matemático en los primeros cursos (Passolunghi y Lanfranchi, 2012).…”

Affrication in Ha’ili Arabic: A Rule-Based Approach

“…For instance, substitution, as a phonological process, has been regarded an indication to differentiate between phonemes, underlying representations, on one hand and their concomitant allophones, surface representations, on the other (cf. Edwards 1992 andEngel de Abreu &Gathercole 2012). By the same token, these phonological processes have made available a comprehensive account of how phonetic, morphological and even lexical elements are incorporated in unison to create the environment for a given phonological process (Davenport & Hannahs 2010:136).…”