The objective of this study was to explore the role played by phonological memory (PM) in the learning of new second language (L2) vocabulary presented in a narrated story. The proposal was that individuals with a strong PM would do better on this largely auditory task than those with poor PM capacity, since fewer visual/written cues could make remembering vocabulary a more challenging task. Participants were French native speakers, advanced learners of English (N = 55). The results revealed that PM, measured by a nonword repetition task and a serial recognition task, did not predict vocabulary retention scores in the group as a whole. However, when low and high PM subgroups were formed, a significant association between PM and vocabulary retention was found in the low PM group only, suggesting the contribution of PM to short-term vocabulary learning in advanced learners is outweighed by other factors, except when PM is quite weak.

本研究的目的是探索语音记忆 (PM) 在学习新的第二语言 (L2) 词汇中所扮演的角色。建议是，与 PM 能力差的人相比，具有强大 PM 的人在这项主要是听觉的任务上会做得更好，因为较少的视觉/书面提示会使记忆词汇成为一项更具挑战性的任务。参与者是法语母语者，英语的高级学习者（N = 55）。结果显示，通过非单词重复任务和连续识别任务测量的 PM 并不能预测整个组的词汇保留分数。然而，当形成低和高 PM 亚组时，仅在低 PM 组中发现 PM 与词汇保留之间存在显着关联，