Individual differences in incidental language learning: Phonological working memory, learning styles, and personality

Learning and Individual Differences

Volumn 38, Issue , 2015, Pages 44-53

  Grey, Sarah ^a   Williams, John N ^b   Rebuschat, Patrick ^c  

^a GEORGETOWN UNIVERSITY   (United States)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^c LANCASTER UNIVERSITY   (United Kingdom)

Author keywords

Language learning; Learning styles; Personality; Working memory

Indexed keywords

EID: 84925484641     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2015.01.019     Document Type: Article

References (65)

1. Baddeley A. Working memory and language: An overview. Journal of Communication Disorders 2003, 36(3):189-206.
2. Baddeley A.D., Hitch G. Working memory. The Psychology of Learning and Motivation 1974, Vol. 8:47-89. Academic Press, New York. G.A. Bower (Ed.).
3. Baddeley A., Logie R.H. Working memory: The multiple component model. Models of working memory: Mechanism of active maintenance and executive control 1999, 28-61. Cambridge University Press, Cambridge, UK. A. Miyake, P. Shah (Eds.).
4. Baddeley A., Gathercole S.E., Papagno C. The phonological loop as a language learning device. The Psychological Review 1998, 105:158-173.
5. Bender R., Lange S. Adjusting for multiple testing-When and how?. Journal of Clinical Epidemiology 2001, 54(4):343-349.
6. Cenoz J. The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching 2011, 1-14.
7. Chamorro-Premuzic T., Furnham A. Personality and intellectual competence 2005, Erlbaum, Mahwah, NJ.
8. Cohen A.D., Oxford R.L., Chi J.C. Learning style survey: Assessing your learning styles Styles-and strategies-based instruction: A teacher's guide 2006, 15-21.
9. Costa P.T.J., McCrae R.R. Four ways five factors are basic. Individual Differences 1992, 13(653-665).
10. Costa P.T.J., McCrae R.R. Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI): Professional manual 1992, Psychological Assessment Resources, Odessa, Fl.
11. De Angelis G. Third or additional language acquisition 2007, Multilingual Matters, Tonawanda, New York.
12. Dewaele J.-M., Furnham A. Extraversion: The unloved variable in applied lingusitic research. Language Learning 1999, 49(3):509-544.
13. Dewaele J.-M. Investigating the psychological and emotional dimensions of instructed language learning: Obstacles and Possibilities. The Modern Language Journal 2005, 89(3):367-380.
14. Dornyei Z. Individual differences in foreign language learning: Effects of aptitude, intelligence, and motivation. Studies in Second Language Acquisition 2003, 25(4):584-585.
15. Dornyei Z. The psychology of the language learner: Individual differences in second language acquisition 2005, Lawrence Erlbaum Associates, Inc., New York.
16. Ellis R., Loewen S., Elder C., Erlam R., Philp J., Reinders H. Implicit and explicit knowledge in second language learning, testing, and teaching 2009, Multilingual Matters, Bristol, UK.
17. Eysenck H.J., Eysenck S.B.G. Personality and individual differences 1985, Plenum, New York.
18. French L.M. Phonological working memory and L2 acquisition: A developmental study of children learning French in Québec 2006, Edwin Mellen Press, Lewiston, NY.
19. Furnham A., Monsen J., Ahmetoglu G. Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology 2009, 79:769-782.
20. Gass S.M. Input, interaction, and the second language learner 1997, Lawrence Erlbaum Associates, Mahwah, NJ.
21. Grey S., Cox J., Serafini E.J., Sanz C. The role of individual differences in the study abroad context: Cognitive capacity and language development during short-term intenstive language exposure. The Modern Language Journal 2015, 99(1). (in press).
22. Grey S., Williams J.N., Rebuschat P. Incidental exposure and L3 learning of morphosyntax. Studies in Second Language Acquisition 2014, 36:611-645.
23. Hammarberg B. The languages of the multilingual: Some conceptual and terminological issues. International Review of Applied Linguistics 2010, 91-104.
24. Hamrick P., Rebuschat P. Frequency effects, learning conditions, and the development of implicit and explicit lexical knowledge. Measured language: Quantitative approaches to acquisition, assessment, processing, and variation 2014, Georgetown University Press, Washington, DC. J. Connor-Linton, L. Amoroso (Eds.).
25. Hyland K. Culture and learning: A study of the learning style preferences of Japanese students. RELC Journal 1993, 24(2):69-87.
26. Juffs A., Harrington M. Aspects of working memory and in L2 learning. Language Teaching 2011, 44(2):137-166.
27. Kaufman S.B., DeYoung C.G., Gray J.R., Jiménez L., Brown J., Mackintosh N. Implicit learning as an ability. Cognition 2010, 116:321-340.
28. Kinsella K. Understanding and empowering diverse learners in ESL classrooms. Learning styles in the ESL/EFL classroom 1995, 170-194. Heinle & Heinle, Boston. J.M. Reid (Ed.).
29. Kormos J., Sáfár A. Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition 2008, 11:261-271.
30. Lado B. The role of bilingualism, type of feedback, and cognitive capacity in the acquisition of non-primary languages: A computer-based study 2008, Doctoral Dissertation, Georgetown University, Washington, DC.
31. Leung J.H.C., Williams J.N. The implicit learning of mappings between forms and contextually derived meanings. Studies in Second Language Acquisition 2011, 33:33-55.
32. Leung J.H.C., Williams J.N. Constraints on implicit learning of grammatical form-meaning connections. Language Learning 2012, 62:634-662.
33. Macmillan N.A., Creelman C.D. Detection Theory: A User's Guide 2005, Cambridge University Press, New York, NY. 2nd Edition.
34. McCrae R.R., Costa P.T.J. Personality in adulthood: A five-factor theory perspective 2003, Guildord Press, New York. 2nd ed.
35. Naiman N., Frohlich M., Stern H.H., Todesco A. The good language learner 1996, Ontario Institute for Studies in Education, Toronto.
36. Norris J.M., Ortega L. Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 2000, 50(3):417-528.
37. Oswald F.L., Plonsky L. Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics 2010, 30:85-110.
38. Oxford R.L. Style analysis survey. Learning styles in the ESL/EFL classroom 1995, 208-215. Heinle & Heinle, Boston. J.M. Reid (Ed.).
39. Perneger T.V. What's wrong with Bonferroni adjustments. BMJ 1998, 316(7139):1236-1238.
40. Reber A.S. Implicit learning of tacit knowledge. Journal of Experimental Psychology. General 1989, 118:219-235.
41. Reber A.S. Implicit learning and tacit knowledge: An essay on the cognitive unconscious 1993, Oxford University Press, Oxford.
42. Reber R., Perruchet P. The use of control groups in artificial grammar learning. The Quarterly Journal of Experimental Psychology 2003, 56A:97-115.
43. Reber A.S., Walkenfeld F.F., Hernstadt R. Implicit and explicit learning: Individual differences and IQ. Journal of Experimental Psychology: Learning, Memory, and Cognition 1991, 17(5):888-896.
44. Rebuschat P. Measuring implicit and explicit knowledge in second language research: A review. Language Learning 2013, 63(3):595-626.
45. Rebuschat P., Williams J.N. Implicit and explicit knowledge in second language acquisition. Applied PsychoLinguistics 2012, 33(4):829-856.
46. Robinson P. Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning. Attention and Awareness in Foreign Language Learning 1995, 303-358. University of Hawai'i Press, Manoa, HW. R. Schmidt (Ed.).
47. Robinson P. Aptitude and second language acquisition. Annual Review of Applied Linguistics 2005, 25:45-73.
48. Robinson P. Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 leaning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition 2005, 27(2):235-268.
49. Rogers J., Revesz A., Rebuschat P. Implicit and explicit learning of languages 2015, John Benjamins, Amsterdam. P. Rebuschat (Ed.).
50. Sanz C. Adult SLA: The interaction between external and internal factors. Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice 2005, 3-20. Georgetown University Press, Washington, DC. C. Sanz (Ed.).
51. Sawyer M., Ranta L. Aptitude, individual differences, and instructional design. Cognition and second language instruction 2001, 319-353. Cambridge University Press, Cambridge. P. Robinson (Ed.).
52. Schmidt R.W. Attention. Cognition and second language instruction 2001, 3-32. Cambridge University Press, Cambridge. P. Robinson (Ed.).
53. Segalowitz N. Automaticity and second languages. The handbook of second language acquisition 2003, 382-408.
54. Spada N., Tomita Y. Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 2010, 60(2):263-308.
55. Speciale G., Ellis N.C., Bywater T. Phonological sequence learning and short-term store capacity determine second language vocabulary learning. Applied Psycholinguistics 2004, 25(2):293-321.
56. Stanislaw H., Todorov N. Calculation of signal detection theory measures. Behavior Research Methods, Instruments, & Computers 1999, 31(1):137-149.
57. Tagarelli K.M., Borges Mota M., Rebuschat P. The role of working memory in implicit and explicit language learning. Proceedings of the 33rd Annual Conference of the Cognitive Science Society 2011, 2061-2066. Austin, TX, Cognitive Science Society. L. Carlson, C. Holscher, T. Shipley (Eds.).
58. Tight D.G. Perceptual learning style matching and L2 vocabulary acquisition. Language Learning 2010, 60(4):792-833.
59. Tseng W.-T., Dörnyei Z., Schmitt N. A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 2006, 27(1):78-102.
60. van Daele S., Housen A., Pierrard M., Debruyn L. The effect of extraversion on oral L2 proficiency. Paper presented at the EUROSLA 2006.
61. VanPatten B. Input processing in SLA. Processing Instruction: Theory, Research, and Commentary 2004, Lawrence Erlbaum, Mahwah, NJ. B. VanPatten (Ed.).
62. Violand-Sanchez E. Cognitive and learning styles of high school students: Implications for SL curriculum development. Learning styles in the ESL/EFL classroom 1995, 48-62. Heinle & Heinle, New York. J.M. Reid (Ed.).
63. Williams J.N. Implicit learning in second language acquisition. The New Handbook of Second Language Acquisition 2009, 319-353. Emeral Group Publishing LImited. 2nd ed. W.C. Ritchie, T.K. Bhatia (Eds.).
64. Williams J.N. Learning without awareness. Studies in Second Language Acquisition 2005, 27:269-304.
65. Williams J.N., Kuribara C. Comparing a nativist and emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling. Lingua 2008, 118:522-553.