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Phonological memory and children's second language grammar learning

Published online by Cambridge University Press:  01 July 2008

LEIF M. FRENCH  and
IRENA O'BRIEN
LEIF M. FRENCH*
Affiliation:
University of Quebec at Chicoutimi
IRENA O'BRIEN
Affiliation:
McGill University
*
ADDRESS FOR CORRESPONDENCE Leif M. French, Applied Linguistics, Département des Arts et Lettres, Université du Québec à Chicoutimi, 555 Boulevard de l'Université, Chicoutimi, Québec G7H 2B1, Canada. E-mail: lfrench@uqac.ca
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Abstract

This study examined the role of phonological memory in second language (L2) grammar learning in a group of native French-speaking children undergoing a 5-month intensive English program. Phonological memory (as referenced by Arabic [ANWR] and English [ENWR] nonword repetition tasks), L2 vocabulary (receptive and productive vocabulary knowledge), and L2 grammar (knowledge of morphosyntactic structures) were assessed during the first (Time 1) and last (Time 2) month of the program. After controlling for initial grammar ability, phonological memory significantly predicted grammar development (27.9% of variance explained) in addition to the contribution made by vocabulary knowledge (9.5% of variance explained). Although phonological memory ability as measured by ENWR increased between Time 1 and Time 2, ANWR did not improve. The findings show that phonological memory plays an important role in L2 grammar development that is unmediated by lexical knowledge. They also provide evidence that phonological memory improves with language development, but that basic phonological memory capacity (as measured by ANWR in this study) remains unchanged over time.

Type
Articles
Information
Applied Psycholinguistics , Volume 29 , Issue 3 , July 2008 , pp. 463 - 487
Copyright
Copyright © Cambridge University Press 2008

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