The interplay of individual differences and context of learning in behavioral and neurocognitive second language development

Faretta–Stutenberg, Mandy; Morgan‐Short, Kara

doi:10.1177/0267658316684903

Cited by 123 publications

(88 citation statements)

References 62 publications

(139 reference statements)

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“…This type of research is premised on the notion that the differential effects of instructional treatments are mediated by individual learner factors, resulting in aptitude-treatment interactions (Cronbach and Snow, 1977; see Vatz et al, 2013, for a review). Recent studies addressing this very issue have explored vocabulary (e.g., Malone, 2018; Yang et al, 2018) or grammar learning (e.g., Benson and DeKeyser, 2018; Faretta-Stutenberg and Morgan-Short, 2018) under different exposure conditions, but none have examined the simultaneous acquisition of vocabulary and grammar. In the current study, we extend this line of work by investigating whether declarative memory influences L2 outcomes when words and syntax are acquired simultaneously under incidental and intentional exposure conditions while learners process the language for meaning.…”

Section: Introductionmentioning

confidence: 99%

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

2018

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This study examined the simultaneous acquisition of vocabulary and grammar by adult learners and the role of exposure condition and declarative memory. Most experimental studies investigating the acquisition of artificial or natural languages focus on either vocabulary or grammar, but not both. However, a systematic investigation of the simultaneous learning of multiple linguistic features is important given that it mirrors language learning outside the lab. Native English speakers were exposed to an artificial language under either incidental or intentional exposure conditions. Participants had to learn both novel pseudowords and word order patterns while also processing stimulus sentences for meaning. The results showed that adult learners are able to rapidly acquire basic syntactic information of a novel language while processing the input for meaning (plausibility judgments) and attempting to learn novel vocabulary at the same time. The results further indicated that exposure condition (incidental versus intentional) made no difference in terms of either vocabulary or grammar learning gains. Findings also revealed that learners developed explicit, not implicit, knowledge of lexis and syntax. Finally, the results indicated that individuals’ declarative memory capacity was not related to vocabulary learning but only to grammar learning. Our study underscores the importance of studying the simultaneous acquisition of different language features and from different perspectives of comprehension versus production, incidental versus intentional learning conditions, implicit/explicit knowledge, and individual differences in cognitive abilities.

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Section: Introductionmentioning

confidence: 99%

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

2018

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“…Taken together, laboratory and naturalistic, multiple learning condition studies (Antoniou et al, 2016;Faretta-Stutenberg & Morgan-Short, 2017;Suzuki, 2017;Tagarelli et al, 2016) of L2 acquisition provide additional evidence for a role for declarative and procedural memory in learning syntactic, morphological, and morphophonological grammatical rules. The results from these studies also suggest that the contributions that these memory systems make may differ by context.…”

Section: Naturalistic Learning Studies With Multiple Learning Conditionsmentioning

confidence: 85%

“…Regarding procedural memory, these studies suggest that procedural memory is positively associated with L2 learning (a) at later stages of learning Faretta-Stutenberg & Morgan-Short, 2017;Hamrick, 2015;Morgan-Short et al, 2014); (b) in implicit, exposure-based, incidental, and immersion contexts, but not in classroom contexts or in explicit contexts (Antoniou et al, 2016;Ettlinger et al, 2014;Faretta-Stutenberg & Morgan-Short, 2017;Hamrick, 2015;Morgan-Short et al, 2014); (c) in explicit contexts for reaction time measures (Suzuki, 2017); in learning pattern rules (Antoniou et al, 2016;Ettlinger et al, 2014).…”

Section: Summary Of Evidencementioning

confidence: 98%

“…Overall, the studies reviewed above implicate roles for declarative and procedural memory in L2 acquisition and begin to shed light on what these roles are (see Table 1 (Antoniou et al, 2016;Faretta-Stutenberg & Morgan-Short, 2017;Hamrick, 2015;Morgan-Short et al, 2014); (c) in learning analogistic rules when L2 input is not ordered (Antoniou et al, 2016;Ettlinger et al, 2014); in learning pattern rules when preceded in the input by analogistic rules (Antoniou et al, 2016). Regarding procedural memory, these studies suggest that procedural memory is positively associated with L2 learning (a) at later stages of learning Faretta-Stutenberg & Morgan-Short, 2017;Hamrick, 2015;Morgan-Short et al, 2014); (b) in implicit, exposure-based, incidental, and immersion contexts, but not in classroom contexts or in explicit contexts (Antoniou et al, 2016;Ettlinger et al, 2014;Faretta-Stutenberg & Morgan-Short, 2017;Hamrick, 2015;Morgan-Short et al, 2014); (c) in explicit contexts for reaction time measures (Suzuki, 2017); in learning pattern rules (Antoniou et al, 2016;Ettlinger et al, 2014).…”

Section: Summary Of Evidencementioning

confidence: 99%

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Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

Buffington¹,

Morgan‐Short²

2018

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Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude. DECLARATIVE AND PROCEDURAL MEMORY IN L2 APTITUDE 1 Declarative and Procedural Memory as Individual Differences in Second Language AptitudeResearch in second language (L2) aptitude addresses the components that together constitute aptitude, where aptitude is regarded as a latent construct or trait that predicts outcomes in L2 acquisition (Wen, Biedroń, & Skehan, 2017). Recent approaches to L2 aptitude have considered aptitude to be comprised of cognitive abilities (Ellis, this volume;Wen et al., 2017), including constructs such as attentional control and working memory (Robinson, 2007;Skehan, 2016; Wen, this volume). Thus, individual differences in these cognitive abilities would assumedly contribute to differing levels of L2 aptitude among individuals. An emerging line of research suggests that long-term memory may also serve as an individual difference factor in L2 learning. More specifically, declarative and procedural memory, both of which are domaingeneral, cognitive, long-term memory systems have been posited to play a role in L2 learning (DeKeyser, 2015;Paradis, 2009;Ullman, 2015), and individual difference research largely supports these claims (e.g., Antoniou, Ettlinger, & Wong, 2016; Faretta-Stutenberg & MorganShort, 2017;Hamrick, 2015;Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter, & Wong, 2014).The current chapter considers the role of declarative and procedural memory in L2. First, we provide detailed definitions of declarative and procedural memory and knowledge, and then review three theoretical perspectives that posit that declarative and procedural memory contribute to L2 acquisition: Ullman (2015), Paradis (2009), and DeKeyser's Skill Acquisition Theory (DeKeyser, 2015). Subsequently, we provide a review of empirical evidence that examines whether declarative and procedural memory can account for individual differences in L2 learning, as would be predicted by the theoretical perspectives. Finally, we provide a discussion of future research directions in regard to the role of declarative and procedural DECLARATIVE AND PROCEDURAL MEMORY IN L2 APTITUDE 2 memory in L2 and conclude that these long-term memory constructs should potentially be considered as components of L2 aptitude. Long-term Memory Systems Decl...

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“…L2 development is a complex phenomenon shaped by the interaction between learners’ individual differences and by learning context characteristics (e.g., Faretta‐Stutenberg & Morgan‐Short, ; Grey et al, ). To better capture this type of relationship, scholars have suggested adopting multifaceted proficiency measures in future SA studies (e.g., Issa & Zalbidea, ).…”

Section: Language Development: a Move Beyond Fluency And Accuracymentioning

confidence: 99%

Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice

Marijuan

Sanz

2018

Foreign Language Annals

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In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new technologies in research and educational practices; to constant challenges to diversify access for minority students, including heritage language learners; and to meeting the growing demands of a globalized economy and workforce. Current trends in SA program design such as the incorporation of service‐learning, volunteering, and internships into the SA curriculum are also given special consideration. The article focuses on language development first and then on the factors influencing that development that are internal and external to learners. Interfaces between these areas are addressed. Subsections of the article provide an outline of an innovative SA research agenda as well as suggestions for rethinking SA program design and implementation.

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The interplay of individual differences and context of learning in behavioral and neurocognitive second language development

Cited by 123 publications

References 62 publications

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice

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