Article Title
Impact of Phonological Working Memory on English as a Second Language Students’ Vocabulary Learning
Abstract
Phonological Working Memory (Baddelely, 1990) involves a mental processing space thought to be conducive to learning new vocabulary. Previous studies have shown that phonological working memory makes an important contribution to vocabulary learning, both in young monolingual children and in older children at initial stages of learning English as a Foreign Language (EFL). Recently, Pearson (2000) investigated phonological working memory, using a nonword repetition task incorporating English phonotactic patterns, in young preschool children learning English as a Second Language (ESL). Further analyses of these data will be presented, using a less-biased nonword repetition task incorporating a more basic CVCV pattern.