| Many children appear to learn second languages relatively quickly; for others the learning process proceeds less rapidly. Individual differences in vocabulary learning have been investigated from different environmental perspectives. Another view is that individual differences may reside within the individual's cognitive processing. To explore this view, Baddeley's (1990) theoretical framework of phonological representation in working memory was investigated as it has received the most support for production and comprehension in second language learning (Ellis & Beaton 1995). The following research question was addressed: Is there a relationship between nonword repetition ability and new English word learning in ESL preschool children?; Twenty-three ESL preschoolers were individually assessed on their ability to learn new English words. Children were sequential language learners and were screened for nonverbal reasoning ability, hearing acuity, articulation patterns, English language proficiency, and nonword repetition ability. Two naturalistic play sessions were conducted where children were exposed to six new words (each 2 syllables, 5 phonemes) per session (10 tokens per word). Comprehension and production of the new words, immediate and recall (24--48 hours later), were assessed, with production scored according to three criteria: number of words, syllables, and phonemes correct.; Correlations, multiple regressions, and ANCOVAs were used to determine if a relationship existed between rapidity of English language learning and nonword repetition ability. Results indicated that 'age' was the most significant variable under the immediate production conditions, while 'nonverbal IQ' was the most significant for recall production. Data were also analyzed using a phoneme scoring system, which was thought to better capture degree of stability in the representations in memory. Results of these analyses indicated that nonword repetition ability could predict the immediate production of new words and syllables, but only in children of lower English language proficiency. Nonword repetition ability did not play a role in new word learning for children of higher English proficiency.; Discussion centered around the multiplicity of factors involved with second language learning, issues of bias in what was originally thought to be an unbiased language processing measure, and the importance of measuring the degree of stability in representations in working memory. |
