<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This study investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and receptive and productive dimensions of explicit and implicit (automatized) knowledge of English passive voice, also taking into account the effect of grammar attainment and self-reported length of study. Participants were 152 Polish university students majoring in English. Two measures of PSTM and WMC were applied. Receptive and productive explicit knowledge were measured by means of an untimed grammaticality judgment test and a test requiring the provision of correct verb forms, respectively. Receptive implicit (automatized) knowledge was assessed with a timed grammaticality judgment test while its productive dimension was assessed through a focused communication task. Canonical correlation for the entire model was rather high, which means that the original variables were strongly related to each other. However, finer-grained analyses showed that it was primarily overall grammar attainment, and, to a lesser extent, WMC that determined the levels of explicit and implicit (automatized) grammar knowledge.</p>
</abstract>

This study investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and receptive and productive dimensions of explicit and implicit (automatized) knowledge of English passive voice, also taking into account the effect of grammar attainment and self-reported length of study. Participants were 152 Polish university students majoring in English. Two measures of PSTM and WMC were applied. Receptive and productive explicit knowledge were measured by means of an untimed grammaticality judgment test and a test requiring the provision of correct verb forms, respectively. Receptive implicit (automatized) knowledge was assessed with a timed grammaticality judgment test while its productive dimension was assessed through a focused communication task. Canonical correlation for the entire model was rather high, which means that the original variables were strongly related to each other. However, finer-grained analyses showed that it was primarily overall grammar attainment, and, to a lesser extent, WMC that determined the levels of explicit and implicit (automatized) grammar knowledge.

Working Memory Capacity, TL Grammar Attainment and Length of Study as Predictors of Explicit and Implicit (Automatized) Knowledge of English Passive Voice

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This study investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and receptive and productive dimensions...

Working Memory Capacity, TL Grammar Attainment and Length of Study as Predictors of Explicit and Implicit (Automatized) Knowledge of English Passive Voice

Online veröffentlicht: 20. Jan. 2024

Seitenbereich: 1 - 28

DOI: https://doi.org/10.58734/plc-2024-0001

Schlüsselwörter
phonological short-term memory, working memory capacity, implicit (automatized) knowledge, explicit knowledge, grammar attainment

© 2024 Adriana Biedroń et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Working Memory Capacity, TL Grammar Attainment and Length of Study as Predictors of Explicit and Implicit (Automatized) Knowledge of English Passive Voice

Online veröffentlicht: 20. Jan. 2024

Seitenbereich: 1 - 28

DOI: https://doi.org/10.58734/plc-2024-0001

Schlüsselwörterphonological short-term memory, working memory capacity, implicit (automatized) knowledge, explicit knowledge, grammar attainment

© 2024 Adriana Biedroń et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
phonological short-term memory, working memory capacity, implicit (automatized) knowledge, explicit knowledge, grammar attainment