Phonological memory and children's second language grammar learning

By L. French, I. O’Brien. Applied Psycholinguistics, 2008

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6d54635420fdb33b8ee1c3f1bd9ead6809974759

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michael Harrington
2. Alan Juffs
3. Kirsten M. Hummel
4. Nick C. Ellis
5. Katherine I. Martin
6. D. Larsen-Freeman
7. N. Schmitt
8. Shaofeng Li

In Statistics and Probability

1. Kirsten M. Hummel
2. Nick C. Ellis

Citations in the corpus

• THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING (2012, background): “French and O’Brien (2008) found that Time 1 nonword repetition predicted L2 grammar scores at Time 2 (rs between .79-.82), after a 5-month intensive language program for children.”
• Aptitude, phonological memory, and second language proficiency in nonnovice adult learners (2009, result): “The still significant relationship between PM and L2 grammar skill in this study, although weak, confirms other research (e.g., French & O’Brien, 2008; Williams & Lovatt, 2003) that has indicated links between PM and aspects of grammatical rule learning.”
• Aspects of working memory in L2 learning (2011, background): “The role of PM in learning new sound patterns has been shown to be critical to L2 vocabulary learning (Service & Kohonen 1995; Cheung 1996; Baddeley et al. 1998; French & O’Brien 2008).”