Working memory and second language accent acquisition

Abstract

We explored the proposal that overt repetition of verbal information improves the acquisition of a native accent in a second language. Mandarin-speaking Chinese learners of English were recorded while repeating and reading out English sentences before and after one of three treatments: (1) Repeating native English sentences subvocally, "covert repetition," (2) Repeating sentences out loud, "overt repetition," and (3) Unfilled time of comparable duration. The sentences were rated by English speakers for their nativeness, fluency, and intelligibility. Overt repetition improved accent rating for read-out sentences. Covert repetition did not. Neither condition improved accent rating for repeated sentences, suggesting that immediate repetition depends on temporary rather than long-term representations. Our results provide some support for the use of overt repetition in accent learning. From a theoretical perspective, an interpretation is proposed in terms of a separation between phonological and articulatory coding within the phonological loop component of working memory.

Reconciling the contradictory effects of production on word learning: Production may help at first, but it hurts later.

“…Thus, learning and practicing the articulatory sequence that corresponds to a novel word may serve as an additional dimension of the newly formed lexical representation, which can then be used to bootstrap further integration of the word into the mental lexicon. An articulatory locus for the facilitatory effect of production would also be consistent with work on second-language acquisition showing a learning advantage for overt but not covert repetition (Mattys & Baddeley, 2019). This mechanism could be considered a facilitatory effect of production per se.…”

Translating words into actions in working memory: The role of spatial-motoric coding

“…The concept of a phonological loop includes separate auditory and articulatory processes, capable of storing perceptual information (the "inner ear") and motor information (the "inner voice"), respectively (Baddeley & Lewis, 1981;Mattys & Baddeley, 2019;Mattys et al, 2018;Norris et al, 2018;Vallar & Papagno, 2002). In an analogous way, the current evidence may be incorporated as part of a more detailed specification within the visuospatial sketchpad.…”

Phonological loop and second language acquisition: an overview

“…In turn, covert-repetition participants were asked to repeat and read the sentences subvocally, that is, reading the sentences silently, "in their minds". Summarizing the results, Mattys and Baddeley (2019) found that the overt repetition is indeed more effective than covert repetition in the process of acquiring an L2 accent.…”

“…The phonological loop is one of the subcomponents of WM responsible for speech-based information (BADDELEY, 2000(BADDELEY, , 2003(BADDELEY, , 2007(BADDELEY, , 2015b(BADDELEY, , 2020bVULCHANOVA et al, 2014;CHEMERISOVA;MARTYNOVA, 2019;MATTYS;BADDELEY, 2019), holding stimuli during the processing and development of analyzing, planning, and articulatory processing (VALLAR; PAPAGNO, 2002).…”

“…Regarding the phonological loop, Baddeley (2015a, p. 44) states that "the store is assumed to be limited in capacity, with items registered as memory traces, which decay within a few seconds". The subvocal rehearsal (BADDELEY, 1981(BADDELEY, , 2000(BADDELEY, , 2003(BADDELEY, , 2007, or articulatory rehearsal (VALLAR; PAPAGNO, 2002), is the process of keeping on saying the items to yourself, which can refresh the traces and prevent their decay (VALLAR; PAPAGNO, 2002;BADDELEY, 2003BADDELEY, , 2007BADDELEY, , 2015aMATTYS;BADDELEY, 2019). This subvocal articulation can also store the visual material by recoding it phonologically; however, this process can be blocked by articulatory suppression, which is able to eliminate previous coding of visual information, allowing for the new acoustic material to be stored phonologically (BADDELEY, 1981(BADDELEY, , 2003(BADDELEY, , 2007.…”