Phonological Memory, Phonological Awareness, and Foreign Language Word Learning

Language Learning

Volumn 53, Issue 3, 2003, Pages 429-462

  Hu, Chieh Fang ^a  

^a Taipei Municipal Teachers College   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041878282     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9922.00231     Document Type: Article

References (51)

1. Avons, S. E., Wragg, C. A., Cupples, L., & Lovegrove, W. J. (1998). Measures of phonological short-term memory and their relationship to vocabulary development. Applied Psycholinguistics, 19, 5843-5601.
2. Baddeley, A., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
3. Blachman, B. A., Ball, E. W., Black, R. S., & Tangel, D. M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Inter-disciplinary Journal, 6, 1-18.
4. Bowey, J. A. (1996). On the association between phonological memory and receptive vocabulary in five-year-olds. Journal of Experimental Child Psychology, 63, 44-78.
5. Catts, H. W. (1989). Phonological processing deficits and reading disabilities. In A. Kamhi and H. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 101-132). Boston: College-Hill.
6. Chen, T.-Y. (1999). A case study of a Chinese student with English learning disabilities. In J. Katchen & Y.-N. Leung (Eds.), Proceedings of the Eighth International Symposium on English Teaching (pp. 271-282). Taipei, Taiwan: Crane.
7. Cheung, H. (1996). Nonword span as a unique predictor of second-language vocabulary learning. Developmental Psychology, 32, 867-873.
8. Clark, E. V. (1993). The lexicon in acquisition. New York: Cambridge University Press.
9. Cornelissen, P. L., Hansen, P. C., Bradley, L., & Stein, J. F. (1996). Analysis of perceptual confusions between nine sets of consonant-vowel sounds in normal and dyslexic adults. Cognition, 59, 275-306.
10. de Groot, A. M. B., & Keijzer, R. (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, 50, 1-56.
11. de Jong, P. F., Seveke, M.-J., & van Veen, M. (2000). Phonological sensitivity and the acquisition of new words in children. Journal of Experimental Child Psychology, 76, 275-301.
12. Dollaghan, C., Biber, M., & Campbell, T. F. (1995). Lexical influences on nonword repetition. Applied Psycholinguistics, 16, 211-222.
13. Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453-458.
14. Fazio, B. B. (1997). Learning a new poem: Memory for connected speech and phonological awareness in low-income children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1285-1297.
15. Ferguson, C. A. (1986). Discovering sound units and constructing sound systems. In J. S. Perkell & D. H. Klatt (Eds.), Invariance and variability in speech processes (pp. 36-51). Hillsdale, NJ: Erlbaum.
16. Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 97-117). Hillsdale, NJ: Erlbaum.
17. Ganschow, L., Sparks, R. L., Javorsky, J., Pohlman, J., & Bisho-Marbury, A. (1991). Identifying native language difficulties among foreign language learners in college: A "foreign" language learning disability? Journal of Learning Disabilities, 24, 530-541.
18. Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200-213.
19. Gathercole, S. E., & Baddeley, A. D. (1990). The role of phonological memory in vocabulary acquisition: A study of young children learning new names. British Journal of Psychology, 81, 439-454.
20. Gathercole, S. E., Hitch, G., Service, E., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33, 966-979.
21. Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
22. Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 5, 674-691.
23. Harm, W. M., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
24. Hoosain, R. (1991). Psycholinguistic implications for linguistic relativity: A case study of Chinese. Hillsdale, NJ: Erlbaum.
25. Hu, C. F. (2002, December). Segmented phonological representation and L2 vocabulary learning. Paper presented at 13th World Congress of Applied Linguistics (AILA 2002), Singapore.
26. Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 55-79.
27. Katz, R. B. (1986). Phonological deficiencies in children with reading disability: Evidence from an object-naming task. Cognition, 22, 225-257.
28. Liberman, I. Y., Shankweiler, D., Fischer, M. F., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
29. Lin, Y.-H. (2001). Chinese EFL syllable simplification - The effect of Mandarin disyllabicity. In Department of Applied English, Ming Chuan University (Eds.), Proceedings of the Eighteenth Conference on English Teaching and Learning in the Republic of China (pp. 174-185). Taipei, Taiwan: Crane.
30. Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
31. Michas, I. C., & Henry, L. (1994). The link between phonological memory and vocabulary acquisition. British Journal of Developmental Psychology, 12, 147-163.
32. Munson, B. (2001). Phonological pattern frequency and speech production in adults and children. Journal of Speech, Language, and Hearing Research, 44, 778-792.
33. Oakhill, J., & Kyle, F. (2000). The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75, 152-164.
34. Read, C., Zhang, Y. F., Nie, H. Y., & Ding, B. Q. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31-44.
35. Segalowitz, S. J., Segalowitz, N. S., & Woods, A. G. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 53-67.
36. Service, E., & Craik, F. I. M. (1993). Differences between young and older adults in learning a foreign vocabulary. Journal of Memory and Language, 32, 608-623.
37. Service, E., & Kohonen, V. (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16, 155-172.
38. Snowling, M., Chiat, S., & Hulme, C. (1991). Words, nonwords, and phono-logical processes: Some comments on Gathercole, Willis, Emslie, and Baddeley. Applied Psycholinguistics, 12, 369-373.
39. Snowling, M., Goulandris, N., Bowlby, M., & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489-507.
40. Sparks, R., & Ganschow, L. (1993a). The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58-74.
41. Sparks, R., & Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. Modern Language Journal, 77, 289-302.
42. Sparks, R., & Ganschow, L. (1995). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. Modern Language Journal, 79, 235-248.
43. Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language, and Hearing Research, 44, 1321-1337.
44. Studdert-Kennedy, M. (1987). The phoneme as a perceptumotor structure. In A. Allport, D. Mackay, W. Prinz, & E. Scheerer (Eds.), Language perception and production (pp. 67-84). London: Academic Press.
45. Studdert-Kennedy, M., & Goodell, E. W. (1995). Gestures, features and segments in early child speech. In B. de Gelder & J. Morais (Eds.), Speech and reading: A comparative approach (pp. 65-88). East Sussex, England: Erlbaum and Taylor & Francis.
46. Swan, D., & Goswami, U. (1997). Phonemic awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 68, 18-41.
47. Tang, T.-C. (1988). Studies on Chinese morphology and syntax. Taipei, Taiwan: Student Books.
48. Taraban, R., & McClelland, J. L. (1987). Conspiracy effects in word pronunciation. Journal of Memory and Language, 26, 608-631.
49. Troia, G. A. (1999). Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly, 34, 28-52.
50. Walley, A. C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
51. Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219-249.