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

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Contributions of declarative and procedural memory to accuracy and automatization during second language practice. / Pili-Moss, Diana; Brill-Schuetz, Katherine; Faretta-Stutenberg, Mandy et al.
In: Bilingualism: Language and Cognition, Vol. 23, No. 3, 01.05.2020, p. 639-651.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Pili-Moss, D, Brill-Schuetz, K, Faretta-Stutenberg, M & Morgan-Short, K 2020, 'Contributions of declarative and procedural memory to accuracy and automatization during second language practice', Bilingualism: Language and Cognition, vol. 23, no. 3, pp. 639-651. https://doi.org/10.1017/S1366728919000543

APA

Pili-Moss, D., Brill-Schuetz, K., Faretta-Stutenberg, M., & Morgan-Short, K. (2020). Contributions of declarative and procedural memory to accuracy and automatization during second language practice. Bilingualism: Language and Cognition, 23(3), 639-651. https://doi.org/10.1017/S1366728919000543

Vancouver

Pili-Moss D, Brill-Schuetz K, Faretta-Stutenberg M, Morgan-Short K. Contributions of declarative and procedural memory to accuracy and automatization during second language practice. Bilingualism: Language and Cognition. 2020 May 1;23(3):639-651. Epub 2019 Oct 1. doi: 10.1017/S1366728919000543

Bibtex

@article{b9502a6416164c84b2e606d7f4816f13,
title = "Contributions of declarative and procedural memory to accuracy and automatization during second language practice",
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 = "Didactics of English as a foreign language, declarative memory, procedural memory, L2 individual differences, L2 practice, L2 automatization",
author = "Diana Pili-Moss and Katherine Brill-Schuetz and Mandy Faretta-Stutenberg and Kara Morgan-Short",
year = "2020",
month = may,
day = "1",
doi = "10.1017/S1366728919000543",
language = "English",
volume = "23",
pages = "639--651",
journal = "Bilingualism: Language and Cognition",
issn = "1366-7289",
publisher = "Cambridge University Press",
number = "3",

}

RIS

TY - JOUR

T1 - Contributions of declarative and procedural memory to accuracy and automatization during second language practice

AU - Pili-Moss, Diana

AU - Brill-Schuetz, Katherine

AU - Faretta-Stutenberg, Mandy

AU - Morgan-Short, Kara

PY - 2020/5/1

Y1 - 2020/5/1

N2 - 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.

AB - 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.

KW - Didactics of English as a foreign language

KW - declarative memory

KW - procedural memory

KW - L2 individual differences

KW - L2 practice

KW - L2 automatization

UR - http://www.scopus.com/inward/record.url?scp=85073026239&partnerID=8YFLogxK

U2 - 10.1017/S1366728919000543

DO - 10.1017/S1366728919000543

M3 - Journal articles

VL - 23

SP - 639

EP - 651

JO - Bilingualism: Language and Cognition

JF - Bilingualism: Language and Cognition

SN - 1366-7289

IS - 3

ER -

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Effective digital practice in the competence-oriented English as a foreign language classroom in Germany: Focus on L2 development and feedback in an intelligent tutorial system

Schmidt, T. & Pili-Moss, D., 14.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Lee, J.C.-K. (eds.). Routledge Taylor & Francis Group, p. 146-158 13 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

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Pili-Moss, D., Hamrick, P., Schmidt, T., Meurers, D. & Wendebourg, K., 01.07.2025, In: System. 131, 14 p., 103656.

Research output: Journal contributions › Journal articles › Research › peer-review

The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice

Pili-Moss, D., 06.2025, In: Instructed Second Language Acquisition. 8, 2, p. 172-192 21 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Can adults learn L2 grammar after prolonged exposure under incidental conditions?

Kenanidis, P., Dąbrowska, E., Llompart, M. & Pili-Moss, D., 26.07.2023, In: PLoS ONE. 18, 7, 40 p., e0288989.

Research output: Journal contributions › Journal articles › Research › peer-review

Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use.

Pili-Moss, D., Schmidt, T., Blume, C., Middelanis, L. & Meurers, D., 12.12.2022, Intelligent CALL, granular systems and learner data : short papers from EUROCALL 2022. Arnbjörnsdóttir, B., Bédi, B., Bradley, L., Friðriksdóttir, K., Garðarsdóttir, H., Thouësny, S. & Whelpton, M. J. (eds.). Voillans: Research-publishing.net, p. 328-333 6 p.

Research output: Contributions to collected editions/works › Chapter

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