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Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task.
J Psycholinguist Res. 2020 Jul 04 [Online ahead of print]JP

Abstract

The objective of this study was to explore the role played by phonological memory (PM) in the learning of new second language (L2) vocabulary presented in a narrated story. The proposal was that individuals with a strong PM would do better on this largely auditory task than those with poor PM capacity, since fewer visual/written cues could make remembering vocabulary a more challenging task. Participants were French native speakers, advanced learners of English (N = 55). The results revealed that PM, measured by a nonword repetition task and a serial recognition task, did not predict vocabulary retention scores in the group as a whole. However, when low and high PM subgroups were formed, a significant association between PM and vocabulary retention was found in the low PM group only, suggesting the contribution of PM to short-term vocabulary learning in advanced learners is outweighed by other factors, except when PM is quite weak.

Authors+Show Affiliations

Département de langues, linguistique et traduction, Université Laval, 1030 Boul des sciences humaines, Québec, QC, G1V 0A6, Canada. Kirsten.Hummel@lli.ulaval.ca.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

32623566

Citation

Hummel, Kirsten M.. "Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task." Journal of Psycholinguistic Research, 2020.
Hummel KM. Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task. J Psycholinguist Res. 2020.
Hummel, K. M. (2020). Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-020-09710-x
Hummel KM. Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task. J Psycholinguist Res. 2020 Jul 4; PubMed PMID: 32623566.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Phonological Memory and L2 Vocabulary Learning in a Narrated Story Task. A1 - Hummel,Kirsten M, Y1 - 2020/07/04/ PY - 2020/7/6/entrez PY - 2020/7/6/pubmed PY - 2020/7/6/medline KW - Nonword repetition task KW - Phonological memory KW - Second language vocabulary learning KW - Serial recognition task KW - Working memory JF - Journal of psycholinguistic research JO - J Psycholinguist Res N2 - The objective of this study was to explore the role played by phonological memory (PM) in the learning of new second language (L2) vocabulary presented in a narrated story. The proposal was that individuals with a strong PM would do better on this largely auditory task than those with poor PM capacity, since fewer visual/written cues could make remembering vocabulary a more challenging task. Participants were French native speakers, advanced learners of English (N = 55). The results revealed that PM, measured by a nonword repetition task and a serial recognition task, did not predict vocabulary retention scores in the group as a whole. However, when low and high PM subgroups were formed, a significant association between PM and vocabulary retention was found in the low PM group only, suggesting the contribution of PM to short-term vocabulary learning in advanced learners is outweighed by other factors, except when PM is quite weak. SN - 1573-6555 UR - https://www.unboundmedicine.com/medline/citation/32623566/Phonological_Memory_and_L2_Vocabulary_Learning_in_a_Narrated_Story_Task L2 - https://doi.org/10.1007/s10936-020-09710-x DB - PRIME DP - Unbound Medicine ER -
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