Phonological Memory and Implications for the Second Language Classroom

Autor/inn/en	Hummel, Kirsten M.; French, Leif M.
Titel	Phonological Memory and Implications for the Second Language Classroom
Quelle	In: Canadian Modern Language Review, 66 (2010) 3, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.66.3.371
Schlagwörter	Second Language Learning; Visual Aids; Short Term Memory; Listening Skills; Cognitive Processes; Phonology; Role; Second Language Instruction; Teaching Methods; Communicative Competence (Languages); Oral Language; Linguistic Input; Language Processing; Individual Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Anschauungsmaterial; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Fonologie; Rollen; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Sprachbildung; Sprachverarbeitung; Individueller Unterschied
Abstract	There is mounting evidence that phonological memory (PM), a sub-component of working memory, is closely related to various aspects of second language (L2) learning in a variety of populations, suggesting that PM may be an essential cognitive mechanism underlying successful L2 acquisition. This article provides a brief critical review of the role of PM in the L2 context, examines the issue of trainability associated with PM, and discusses pedagogical techniques that may facilitate or enhance PM function in the L2 classroom. Communicative classrooms, as a result of their emphasis on oral input, place heavy processing demands on PM. The authors argue that more recourse to audio-lingual activities and reliance on written and visual support, including text-supported oral input, may help to offset the burden on PM and enhance L2 learning, particularly for individuals with low PM capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10