Phonological Short-term Memory and Second Language Proficiency
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This study explores the relationship between second language (L2) learners’ individual working memory (in particular, phonological short-term memory) and L2 proficiency. It analyzed participants’ individual phonological short-term memory both in L1 Korean and L2 English and its relationship with their L2 proficiency. English and Korean non-word repetition tasks were used as measures of phonological short-term memory and L2 English proficiency was measured by a cloze task (i.e., a type of fill-in-the-blank task). Results revealed a correlation between non-word repetition tasks in L1 and L2. In addition, moderate correlations were observed between phonological short-term memory (both in L1 and L2) and the cloze task scores. It revealed that learners' individual phonological short-term memory capacity in L1 is highly correlated with that in L2, and both L1 and L2 phonological short-term memory capacities are related to L2 proficiency as well. The findings are discussed in terms of individual differences and language aptitude.
Abstract
This study explores the relationship between second language (L2) learners’ individual working memory (in particular, phonological short-term memory) and L2 proficiency. It analyzed participants’ individual phonological short-term memory both in L1 Korean and L2 English and its relationship with their L2 proficiency. English and Korean non-word repetition tasks were used as measures of phonological short-term memory and L2 English proficiency was measured by a cloze task (i.e., a type of fill-in-the-blank task). Results revealed a correlation between non-word repetition tasks in L1 and L2. In addition, moderate correlations were observed between phonological short-term memory (both in L1 and L2) and the cloze task scores. It revealed that learners' individual phonological short-term memory capacity in L1 is highly correlated with that in L2, and both L1 and L2 phonological short-term memory capacities are related to L2 proficiency as well. The findings are discussed in terms of individual differences and language aptitude.
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