Individual differences in memory predict changes in breakdown and repair fluency but not speed fluency: A short-term fluency training intervention study

Yuichi Suzuki

doi:10.1017/s0142716421000187

Abstract

AbstractThe purpose of this intervention study is to reveal the extent to which memory-related aptitudes are implicated in the second language (L2) fluency development fostered by task repetition. English L2 learners are engaged in oral narrative tasks three times per day under two different 3-day task repetition schedules: blocked (Day 1: A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: A-B-C, Day 2: A-B-C, Day 3: A-B-C). Their phonological short-term memory (PSTM), attention control, and associative memory were used as predictors of fluency changes measured through speed, breakdown, and repair fluency behaviors. Results showed that while the articulation rate change was not explained by any of the examined predictors, breakdown and repair fluency were predicted by different memory components. Specifically, PSTM was associated with mid-clause pause decrease during the training phase, while associative memory was linked to the increase in clause-final pauses in the posttest. Attention control, as well as PSTM, was related to greater repair frequency in the posttest, indicating increased learners’ attention to speech monitoring. Furthermore, PSTM and associative memory contributed to reducing breakdown fluency in the blocked repetition condition only, suggesting that learners can capitalize on their memory for improving oral fluency by engaging in blocked practice.

Highlights

A growing body of research suggests that cognitive aptitude, that is, an array of perceptual and cognitive abilities that are utilized for the second language (L2) learning, is an important explanatory factor for L2 attainment in classroom (e.g. Munoz, 2014; Ranta, 2002; Saito, 2017, 2019), during study abroad (e.g. Grey et al, 2015; Tare et al, 2018), and in naturalistic contexts
While the findings of this study suggest that blocked task repetition yielded some advantages over interleaved task repetition, there were individual differences in fluency development among the participants assigned to both groups
The aim of the present investigation is to reanalyze the data collected by Suzuki (2020) and uncover the role of cognitive aptitudes pertaining to memory – phonological short-term memory (PSTM), attention control, and associative memory – in L2 fluency development through task repetition

Summary

Introduction

A growing body of research suggests that cognitive aptitude, that is, an array of perceptual and cognitive abilities that are utilized for the second language (L2) learning, is an important explanatory factor for L2 attainment in classroom (e.g. Munoz, 2014; Ranta, 2002; Saito, 2017, 2019), during study abroad (e.g. Grey et al, 2015; Tare et al, 2018), and in naturalistic contexts Ahmadian & Tavakoli, 2011; Bygate, 1996, 2001; de Jong & Perfetti, 2011; Lambert et al, 2017; Lynch & Maclean, 2000; Thai & Boers, 2016), some variations in the outcome of task repetition fluency training are observed It is worth exploring the extent to which individual differences in cognitive aptitudes can account for fluency development fostered by task repetition. The aim of the present investigation is to reanalyze the data collected by Suzuki (2020) and uncover the role of cognitive aptitudes pertaining to memory – PSTM, attention control, and associative memory – in L2 fluency development through task repetition. Potential ATI patterns are explored to examine the role of aptitude in fluency development under two different task repetition conditions

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Conclusion