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Speaking American: A History of English in the United States

By Richard W. Bailey

"Takes a novel approach to the history of American English by focusing on hotbeds of linguistic activity throughout American history."


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Language, Literacy, and Technology

By Richard Kern

"In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time."


Academic Paper


Title: Declarative and procedural memory as individual differences in second language acquisition
Author: Kara Morgan-Short
Email: click here TO access email
Institution: University of Illinois at Chicago
Author: Mandy L Faretta-Stutenberg
Email: click here TO access email
Homepage: https://niu.academia.edu/MandyFarettaStutenberg
Institution: University of Illinois at Chicago
Author: Katherine A. Brill-Schuetz
Institution: University of Illinois at Chicago
Author: Helen Carpenter
Institution: Upper-Story Consulting
Author: Patrick C. M. Wong
Institution: Chinese University of Hong Kong
Linguistic Field: Language Acquisition; Syntax
Abstract: 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.

CUP AT LINGUIST

This article appears IN Bilingualism: Language and Cognition Vol. 17, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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