Reference : Executive and phonological processes in second language acquisition
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Executive and phonological processes in second language acquisition
Engel de Abreu, Pascale mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Gathercole, S. E. [MRC Cognition and Brain Sciences Unit, UK]
Journal of Educational Psychology
American Psychological Association
Yes (verified by ORBilu)
[en] working memory ; executive processes ; phonological short-term memory ; phonological awareness ; second language acquisition ; multilingual education
[en] This paper reports a latent variable study exploring the specific links between executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual edu-cation. Children completed multiple L1-measures of complex span, verbal short-term storage, and phonological awareness, and tests of proficiency in a range of linguistic domains (vocabulary, grammar, and literacy) in Luxembourgish (L1), German (familiar L2) and French (unfamiliar L3). Results indicate that executive processing abilities, phonological short-term memory, and phono-logical awareness operate as distinct but related constructs that manifest differential associations with native and second language proficiency in multilingual children: Phonological short-term memory was uniquely linked to vocabulary in L1 and the structurally similar L2; executive pro-cesses were related to grammar across languages, reading comprehension, and spelling; and phono-logical awareness made specific contributions to word decoding, spelling, and language proficiency in the structurally dissimilar L3. Phonological processing abilities appear to be critical for acquiring the sound structure of a new language, whereas executive processes share more general links with higher-order linguistic abilities in second language learners.
Fonds National de la Recherche - FnR

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