Phonological short-term memory, working memory and foreign language performance in intensive language learning
In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16...
Gespeichert in:
| Veröffentlicht in: | Bilingualism (Cambridge, England) England), 2008-07, Vol.11 (2), p.261-271 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 271 |
|---|---|
| container_issue | 2 |
| container_start_page | 261 |
| container_title | Bilingualism (Cambridge, England) |
| container_volume | 11 |
| creator | KORMOS, JUDIT SÁFÁR, ANNA |
| description | In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores. |
| doi_str_mv | 10.1017/S1366728908003416 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_85668966</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S1366728908003416</cupid><ericid>EJ804609</ericid><sourcerecordid>85348208</sourcerecordid><originalsourceid>FETCH-LOGICAL-c496t-6f5b93e68dab120892f76c948dc84ff5d914095f6bad39e7f004be78fd57e95f3</originalsourceid><addsrcrecordid>eNqNkV1LwzAUhosoOKc_QPCieOGV1aRN83EpY34xUFCvS9qedJltMpNO2b83Y0NFEYVAcs77nDcnOVF0iNEZRpidP-CMUpZygThCGcF0KxpgQkWCOcHb4RzkZKXvRnvezxBKEWNsEJn7qTW2tY2uZBv7qXV90oPr4g4665an8Zt1z9o0mziWpo6VdaAbE7fSNAvZQDwHF3KdNBXE2oTVg_H6FT6JFqQzwWY_2lGy9XCw2YfR0-X4cXSdTO6ubkYXk6QigvYJVXkpMqC8liVOERepYrQShNcVJ0rltcAEiVzRUtaZAKYQIiUwruqcQchnw-hk7Tt39mUBvi867StoQ0NgF77gOaVcUPoPMCM8dPAnmKI0DT-6cjz-Bs7swpnw2gILwXKOBQkQXkOVs947UMXc6U66ZYFRsRpo8WOgoeZoXQNOVx_8-JYjQpEIcraxlF3pdN3Al4t_NX0HyZytAQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>199758194</pqid></control><display><type>article</type><title>Phonological short-term memory, working memory and foreign language performance in intensive language learning</title><source>Cambridge University Press Journals Complete</source><creator>KORMOS, JUDIT ; SÁFÁR, ANNA</creator><creatorcontrib>KORMOS, JUDIT ; SÁFÁR, ANNA</creatorcontrib><description>In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores.</description><identifier>ISSN: 1366-7289</identifier><identifier>EISSN: 1469-1841</identifier><identifier>DOI: 10.1017/S1366728908003416</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Bilingual Education ; England ; English language ; Foreign Countries ; Language acquisition ; Language Aptitude ; Language disorders ; Language Proficiency ; Language tests ; Linguistic competence ; Linguistics ; Long Term Memory ; Phonological memory ; Program Effectiveness ; Recall ; Second language learning ; Second language writing ; Secondary School Students ; Secondary schools ; Short term ; Short Term Memory ; Speech Communication ; Students ; Vocabulary Development ; Writing tests</subject><ispartof>Bilingualism (Cambridge, England), 2008-07, Vol.11 (2), p.261-271</ispartof><rights>Copyright © Cambridge University Press 2008</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c496t-6f5b93e68dab120892f76c948dc84ff5d914095f6bad39e7f004be78fd57e95f3</citedby><cites>FETCH-LOGICAL-c496t-6f5b93e68dab120892f76c948dc84ff5d914095f6bad39e7f004be78fd57e95f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S1366728908003416/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,780,784,27924,27925,55628</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ804609$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>KORMOS, JUDIT</creatorcontrib><creatorcontrib>SÁFÁR, ANNA</creatorcontrib><title>Phonological short-term memory, working memory and foreign language performance in intensive language learning</title><title>Bilingualism (Cambridge, England)</title><description>In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores.</description><subject>Bilingual Education</subject><subject>England</subject><subject>English language</subject><subject>Foreign Countries</subject><subject>Language acquisition</subject><subject>Language Aptitude</subject><subject>Language disorders</subject><subject>Language Proficiency</subject><subject>Language tests</subject><subject>Linguistic competence</subject><subject>Linguistics</subject><subject>Long Term Memory</subject><subject>Phonological memory</subject><subject>Program Effectiveness</subject><subject>Recall</subject><subject>Second language learning</subject><subject>Second language writing</subject><subject>Secondary School Students</subject><subject>Secondary schools</subject><subject>Short term</subject><subject>Short Term Memory</subject><subject>Speech Communication</subject><subject>Students</subject><subject>Vocabulary Development</subject><subject>Writing tests</subject><issn>1366-7289</issn><issn>1469-1841</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><recordid>eNqNkV1LwzAUhosoOKc_QPCieOGV1aRN83EpY34xUFCvS9qedJltMpNO2b83Y0NFEYVAcs77nDcnOVF0iNEZRpidP-CMUpZygThCGcF0KxpgQkWCOcHb4RzkZKXvRnvezxBKEWNsEJn7qTW2tY2uZBv7qXV90oPr4g4665an8Zt1z9o0mziWpo6VdaAbE7fSNAvZQDwHF3KdNBXE2oTVg_H6FT6JFqQzwWY_2lGy9XCw2YfR0-X4cXSdTO6ubkYXk6QigvYJVXkpMqC8liVOERepYrQShNcVJ0rltcAEiVzRUtaZAKYQIiUwruqcQchnw-hk7Tt39mUBvi867StoQ0NgF77gOaVcUPoPMCM8dPAnmKI0DT-6cjz-Bs7swpnw2gILwXKOBQkQXkOVs947UMXc6U66ZYFRsRpo8WOgoeZoXQNOVx_8-JYjQpEIcraxlF3pdN3Al4t_NX0HyZytAQ</recordid><startdate>200807</startdate><enddate>200807</enddate><creator>KORMOS, JUDIT</creator><creator>SÁFÁR, ANNA</creator><general>Cambridge University Press</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>88J</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2M</scope><scope>M2R</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7TK</scope><scope>8BM</scope></search><sort><creationdate>200807</creationdate><title>Phonological short-term memory, working memory and foreign language performance in intensive language learning</title><author>KORMOS, JUDIT ; SÁFÁR, ANNA</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c496t-6f5b93e68dab120892f76c948dc84ff5d914095f6bad39e7f004be78fd57e95f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Bilingual Education</topic><topic>England</topic><topic>English language</topic><topic>Foreign Countries</topic><topic>Language acquisition</topic><topic>Language Aptitude</topic><topic>Language disorders</topic><topic>Language Proficiency</topic><topic>Language tests</topic><topic>Linguistic competence</topic><topic>Linguistics</topic><topic>Long Term Memory</topic><topic>Phonological memory</topic><topic>Program Effectiveness</topic><topic>Recall</topic><topic>Second language learning</topic><topic>Second language writing</topic><topic>Secondary School Students</topic><topic>Secondary schools</topic><topic>Short term</topic><topic>Short Term Memory</topic><topic>Speech Communication</topic><topic>Students</topic><topic>Vocabulary Development</topic><topic>Writing tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>KORMOS, JUDIT</creatorcontrib><creatorcontrib>SÁFÁR, ANNA</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest One Literature</collection><collection>Education Database</collection><collection>Arts & Humanities Database</collection><collection>Psychology Database</collection><collection>Social Science Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>Neurosciences Abstracts</collection><collection>ComDisDome</collection><jtitle>Bilingualism (Cambridge, England)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>KORMOS, JUDIT</au><au>SÁFÁR, ANNA</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ804609</ericid><atitle>Phonological short-term memory, working memory and foreign language performance in intensive language learning</atitle><jtitle>Bilingualism (Cambridge, England)</jtitle><date>2008-07</date><risdate>2008</risdate><volume>11</volume><issue>2</issue><spage>261</spage><epage>271</epage><pages>261-271</pages><issn>1366-7289</issn><eissn>1469-1841</eissn><abstract>In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><doi>10.1017/S1366728908003416</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1366-7289 |
| ispartof | Bilingualism (Cambridge, England), 2008-07, Vol.11 (2), p.261-271 |
| issn | 1366-7289 1469-1841 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85668966 |
| source | Cambridge University Press Journals Complete |
| subjects | Bilingual Education England English language Foreign Countries Language acquisition Language Aptitude Language disorders Language Proficiency Language tests Linguistic competence Linguistics Long Term Memory Phonological memory Program Effectiveness Recall Second language learning Second language writing Secondary School Students Secondary schools Short term Short Term Memory Speech Communication Students Vocabulary Development Writing tests |
| title | Phonological short-term memory, working memory and foreign language performance in intensive language learning |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-27T05%3A04%3A31IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Phonological%20short-term%20memory,%20working%20memory%20and%20foreign%20language%20performance%20in%20intensive%20language%20learning&rft.jtitle=Bilingualism%20(Cambridge,%20England)&rft.au=KORMOS,%20JUDIT&rft.date=2008-07&rft.volume=11&rft.issue=2&rft.spage=261&rft.epage=271&rft.pages=261-271&rft.issn=1366-7289&rft.eissn=1469-1841&rft_id=info:doi/10.1017/S1366728908003416&rft_dat=%3Cproquest_cross%3E85348208%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=199758194&rft_id=info:pmid/&rft_cupid=10_1017_S1366728908003416&rft_ericid=EJ804609&rfr_iscdi=true |