scholarly journals Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

2018 ◽  
Author(s):  
Joshua Buffington ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Cognitive Abilities ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Language Aptitude

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.

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition

2019 ◽  
Vol 2 (2) ◽  
pp. 197-232 ◽  
Author(s):  
Ilina Kachinske ◽  
Robert DeKeyser
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Explicit Instruction ◽  
Task Demands ◽  
Language Aptitude ◽  
Experimental Treatments ◽  
Types Of Instruction

Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

Declarative and procedural memory as individual differences in second language acquisition

2013 ◽  
Vol 17 (1) ◽  
pp. 56-72 ◽  
Author(s):  
KARA MORGAN-SHORT ◽  
MANDY FARETTA-STUTENBERG ◽  
KATHERINE A. BRILL-SCHUETZ ◽  
HELEN CARPENTER ◽  
PATRICK C. M. WONG
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Memory Systems ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Learning Ability ◽  
Stages Of Development ◽  
Learning Abilities ◽  
Syntactic Development

This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received extended comprehension and production practice using the L2. Syntactic development was assessed at both early and late stages of acquisition. Results indicated positive relationships between declarative learning ability and syntactic development at early stages of acquisition and between procedural learning ability and development at later stages of acquisition. Individual differences in these memory abilities accounted for a large amount of variance at both stages of development. The findings are consistent with theoretical perspectives of L2 that posit different roles for these memory systems at different stages of development, and suggest that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques

2016 ◽  
Vol 34 (1) ◽  
pp. 39-65 ◽  
Author(s):  
Michael T Ullman ◽  
Jarrett T Lovelett
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning And Memory ◽  
Retrieval Practice ◽  
Declarative Memory ◽  
Empirical Work ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Memory Enhancement

The declarative/procedural (DP) model posits that the learning, storage, and use of language critically depend on two learning and memory systems in the brain: declarative memory and procedural memory. Thus, on the basis of independent research on the memory systems, the model can generate specific and often novel predictions for language. Till now most such predictions and ensuing empirical work have been motivated by research on the neurocognition of the two memory systems. However, there is also a large literature on techniques that enhance learning and memory. The DP model provides a theoretical framework for predicting which techniques should extend to language learning, and in what circumstances they should apply. In order to lay the neurocognitive groundwork for these predictions, here we first summarize the neurocognitive fundamentals of the two memory systems and briefly lay out the resulting claims of the DP model for both first and second language. We then provide an overview of learning and memory enhancement techniques before focusing on two techniques – spaced repetition and retrieval practice – that have been linked to the memory systems. Next, we present specific predictions for how these techniques should enhance language learning, and review existing evidence, which suggests that they do indeed improve the learning of both first and second language. Finally, we discuss areas of future research and implications for second language pedagogy.

scholarly journals Investigating language aptitude in the success of adult second language acquisition

2021 ◽  
Author(s):  
Anna Zólyomi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Aptitude Test ◽  
Language Aptitude ◽  
Hungarian Language ◽  
Grammar Analysis

AbstractThe present study was conducted by using mixed methods design to investigate the role of language aptitude in second language acquisition (SLA). The quantitative method involved Hungarian adults (N = 27) of two kinds of schools: a technical school and three different universities. These adults participated in completing the aptitude test called Hungarian Language Aptitude Test (HUNLAT). The qualitative part included an in-depth interview, which was conducted with six participants mainly focussing on their learning habits in order to examine if there is any correspondence between aptitude and language learning habits in this sample. Within this sample, males achieved significantly higher scores on the Grammar analysis task and older students scored significantly higher on three tasks; additionally, they scored significantly higher on the total score of the HUNLAT. Furthermore, those students who scored high on the aptitude test regard themselves to be successful and those who scored low regard themselves less successful language learners. The major pedagogical implication that can be drawn from this particular research is that there are many constructs that may influence language aptitude including language learning habits, motivation, and language learning strategies; thus, EFL teachers may reconsider the role of this construct in SLA.

scholarly journals The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings

2018 ◽  
Vol 40 (1) ◽  
pp. 183-204 ◽  
Author(s):  
KAZUYA SAITO
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Associative Memory ◽  
Cognitive Abilities ◽  
Incidental Learning ◽  
Sequence Recognition ◽  
Foreign Language Aptitude ◽  
Japanese Learners

AbstractBuilding on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, inApplied Linguistics), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.

Sign in / Sign up

Export Citation Format

Share Document