Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge

IF 2.5 1区 文学 Q1 LINGUISTICS Bilingualism: Language and Cognition Pub Date : 2024-10-02 DOI:10.1017/s1366728924000609
Kazuya Saito, Takumi Uchihara
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Abstract

The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their performance was tied to the quantity and quality of their EFL experience, as well as their scores in auditory processing and working memory. While several significant, modest correlations between experience, aptitude, and vocabulary outcomes were observed, certain predictor variables were uniquely associated with either declarative or automatized vocabulary performance. Specifically, individuals with more extensive, typically language-focused EFL training and greater working memory demonstrated higher levels of declarative knowledge. Conversely, those who pursued extracurricular practice outside the classroom – exposing themselves to auditory materials and/or participating in study-abroad experiences – showed a more automatic execution of vocabulary knowledge.
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陈述性和自动化语音词汇知识发展过程中的经验、感知和认知个体差异
本研究探讨了经验、感知敏锐度和工作记忆方面的个体差异对语言学习中语音词汇知识的陈述性和自动化发展的影响。共有 486 名日本英语为外语(EFL)的学生参加了两个词汇测试,分别用于测量陈述性知识(意义识别)和自动化知识(词义判断任务)。他们的成绩与 EFL 经验的数量和质量以及听觉处理和工作记忆的得分息息相关。虽然在经验、能力倾向和词汇成绩之间观察到了一些重要的、适度的相关性,但某些预测变量与陈述性或自动化词汇成绩有着独特的联系。具体来说,接受过更广泛、更典型的以语言为重点的 EFL 培训且工作记忆更强的人,其陈述性知识水平更高。相反,那些在课堂外进行课外练习--接触听力材料和/或参加海外学习经历--的人则表现出更高的词汇知识自动执行能力。
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来源期刊
CiteScore
8.90
自引率
16.70%
发文量
86
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