The Role of Memory Updating in Shallow Native and Opaque Second Language Learning

Autor/inn/en	Artuso, Caterina; Palladino, Paola
Titel	The Role of Memory Updating in Shallow Native and Opaque Second Language Learning
Quelle	In: Second Language Research, 35 (2019) 3, S.377-396 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658318777022
Schlagwörter	Role; Short Term Memory; Second Language Learning; Grade 4; Elementary School Students; Transfer of Training; Italian; English (Second Language); Second Language Instruction; Linguistic Theory; Correlation; Native Language; Reading Fluency; Reading Processes; Reading Skills; Language Tests; Vocabulary; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Rollen; Kurzzeitgedächtnis; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; Training; Transfer; Ausbildung; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Linguistische Theorie; Korrelation; Leseprozess; Reading skill; Lesefertigkeit; Language test; Sprachtest; Wortschatz; Ausland; Italien
Abstract	The current study investigates the relation between working memory updating and second language learning (L2) outcomes in typically-developing fourth grade children. Our primary aim was to replicate and extend previous findings on the relationship between updating and low-level reading skills, i.e. fluency. Our second objective was to examine possible updating transfer effects across languages, from the native language (L1) to L2 learning. The languages considered have different orthographic features; shallow for L1 (Italian), and opaque for L2 (English). Mediation analyses were tested using the bootstrapping method; we found that updating was directly related to reading fluency in L2 learning. Moreover, we showed evidence of the mediating role of L1 fluency in the relation between memory updating and L2 fluency. Our findings suggest that updating processes may act at a low level for reading, and are potentially independent from specific language features, both for opaque and regular orthographies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01