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The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Aptitude, phonological memory, and second language proficiency in nonnovice adult learners

HUMMEL, KIRSTEN M.·2009·Applied Psycholinguistics
DOI 10.1017/s0142716409090109
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Abstract

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N= 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude, and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29% of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher proficiency subgroups, created by a median split on proficiency scores, revealed that none of the variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a significant predictor for the lower proficiency subgroup, extending the pattern of results found elsewhere in younger populations to adult nonnovice L2 learners.

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Crossref · 10.1017/s0142716409090109

Cites

2 of 2 references verified0 citation errors · 0 not checkable

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This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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  • Phonological working memory appears to be an important predictor of vocabulary, grammar and reading at lower levels of proficiency and/or in novice learners.

    “Specifically, PWM appears to be an important predictor of vocabulary, grammar and reading at lower levels of proficiency and/or in novice learners (Hummel, 2009;Serafini & Sanz, 2016)”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Hummel, 2009

  • Existing research suggests that the importance of PWM declines as proficiency increases.

    “Existing research suggests that the importance of PWM declines as proficiency increases (Hummel, 2009;Linck et al., 2013;Serafini & Sanz, 2016)”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Hummel, 2009

  • Similar results have been reported in other studies including measures of both EWM and PWM.

    “While similar results have been reported in other studies including measures of both EWM and PWM (Hummel, 2009;Li, 2016)”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Hummel, 2009

Citations

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Metadata

Authors
HUMMEL, K. M.
Venue
Applied Psycholinguistics
Publisher
Cambridge University Press (CUP)
Published
2009-04
Volume
30
Issue
2
Pages
225-249
ISSN
  • 0142-7164
  • 1469-1817
DOI
10.1017/s0142716409090109
Cited by
81
References
2
Language
en
Licence
www.cambridge.org/core/terms (unspecified)

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