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Contributions of declarative and procedural memory to accuracy and automatization during second language practice

Published online by Cambridge University Press:  01 October 2019

Diana Pili-Moss ,
Katherine A. Brill-Schuetz ,
Mandy Faretta-Stutenberg  and
Kara Morgan-Short Open the ORCID record for Kara Morgan-Short [Opens in a new window]
Diana Pili-Moss*
Affiliation:
Department of Linguistics and English Language, University of Lancaster
Katherine A. Brill-Schuetz
Affiliation:
Department of Psychology, University of Illinois at Chicago
Mandy Faretta-Stutenberg
Affiliation:
Department of World Languages and Cultures, Northern Illinois University
Kara Morgan-Short
Affiliation:
Department of Hispanic and Italian Studies, and Department of Psychology, University of Illinois at Chicago
*
Address for correspondence: Diana Pili-Moss, E-mail: d.pilimoss@lancaster.ac.uk
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Abstract

Extending previous research that has examined the relationship between long-term memory and second language (L2) development with a primary focus on accuracy in L2 outcomes, the current study explores the relationship between declarative and procedural memory and accuracy and automatization during L2 practice. Adult English native speakers had learned an artificial language over two weeks (Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter & Wong, 2014), producing four sessions of practice data that had not been analyzed previously. Mixed-effects models analyses revealed that declarative memory was positively related to accuracy during comprehension practice. No other relationships were evidenced for accuracy. For automatization, measured by the coefficient of variation (Segalowitz, 2010), the model revealed a positive relationship with procedural memory that became stronger over practice for learners with higher declarative memory but weaker for learners with lower declarative memory. These results provide further insight into the role that long-term memory plays during L2 development.

Keywords

declarative memoryprocedural memoryL2 individual differencesL2 practiceL2 automatization
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 23 , Issue 3 , May 2020 , pp. 639 - 651
Copyright
Copyright © Cambridge University Press 2019

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