Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were minor at the outset due to participants’ limited prior knowledge of target items, (2) training facilitated greater gains in the declarative than in the automatized dimension, and (3) clearer task effects (declarative > automatized knowledge) emerged...

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