ITL - International Journal of Applied Linguistics - Online First

The present study provided the first meta-analysis of the relationship between phonological short-term memory (PSTM) and auditory L2 vocabulary acquisition while incorporating important moderator variables (e.g., age) and recent scholarly interests (e.g., vocabulary learning context). Results based on 52 effect sizes from 18 studies revealed a small-to-medium effect of PSTM (r = .31). PSTM test type was identified as a significant moderator, indicating that PSTM assessed through nonword/word repetition tasks shows a stronger association than digit span tasks. Vocabulary learning context approached statistical significance, suggesting that PSTM may exert a greater influence in intentional vocabulary learning settings compared to incidental, contextual learning ones. These findings reinforce the role of PSTM in L2 vocabulary development and highlight its relevance for L2 teaching practices.

This study investigates the effect of first language (L1) and second language (L2) frequency, cognateness, concreteness, and word length on language learners’ receptive and productive word knowledge in English, French, German, and Spanish. A group of Dutch-speaking non-language students (N = 529) completed a meaning recognition test and a form recall test in English, French, German or Spanish. Meaning recognition in English was influenced by L1 frequency and concreteness. In French and German, it was affected by L2 frequency and cognateness, and in Spanish by L2 frequency. Regarding form recall, L2 frequency was the only significant predictor across all four languages. Our findings suggest that factors affecting word knowledge may depend on the type of knowledge tested and/or the context in which a language is learned.

This study examined the relationship between task-readiness factors, task complexity, and their impact on L2 writing task performance and anxiety in the task-based language teaching (TBLT) domain. The study aimed to address gaps in the TBLT literature by investigating the combined effects of task repetition, task rehearsal, and task complexity on different constructs of L2 writing, including syntactic complexity, accuracy, lexical complexity, and fluency (CALF), as well as their effects on L2 writing anxiety. The study involved 90 undergraduate ESL students enrolled in advanced academic writing courses at an American university. Participants completed an L2 writing anxiety questionnaire before performing two argumentative writing tasks of varying cognitive complexity, spaced one week apart. After the initial task performances, a perception questionnaire was completed to validate assumptions about cognitive task complexity. The participants then repeated the same writing tasks within the same time interval. Results indicated that task readiness generally improved all CALF measures. Task repetition resulted in more accurate and lexically and syntactically complex writing while task rehearsal led to greater fluency. All the CALF measures, except for accuracy, varied as a function of task complexity. Furthermore, the participants experienced lower levels of L2 writing in the simple task and the second performance.