Effects of Declarative and Procedural Memory in the Development of Grammatical Structures.
To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational con...
| Publicado en: | Language Matters: Studies in the Languages of Africa Vol. 55; no. 1/2; pp. 114 - 139 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar-Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=178881529&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 178881529 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10228195 37F1 jtl: Language Matters: Studies in the Languages of Africa issn: 10228195 maglogo: N pubinfo: dt: Mar-Jul2024 vid: 55 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 178881529 10.1080/10228195.2024.2336448 ppf: 114 ppct: 25 formats: tig: atl: Effects of Declarative and Procedural Memory in the Development of Grammatical Structures. aug: au: Tchesa, Gervazio Shintani, Natsuko affil: University of Malawi Kansai University, Japan su: Explicit memory Second language acquisition Educational attainment sug: subj: Explicit memory Second language acquisition Educational attainment keyword: cross-sectional study declarative and procedural memory English-medium education explicit instruction incidental learning ab: To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational context. Linguistic and non-linguistic measures of declarative and procedural memory were used. The untimed grammaticality judgement test was used to measure the learners' grammatical knowledge of nine features considered to have been taught explicitly (Explicitly Taught) and four others that were likely not taught explicitly (Not Explicitly Taught). To control for random variability at item and participant level, we constructed a series of linear mixed-effects models to examine the effects of memory. Overall, declarative memory was associated with both structural types across the educational levels while procedural memory was associated with learners' performance at lower levels of L2 acquisition, contrary to Ullman's declarative and procedural memory model. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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