L1 studies show that the paired-associate learning (PAL) of novel pronunciations, verbal learning, contributes to the prediction of individual differences in vocabulary, reading, and spelling development. The present study examined whether verbal learning predicts vocabulary and literacy development in English as a Foreign Language (EFL). Dutch Grade 7 students (N = 455) completed a PAL task in which they learned to associate known Dutch words with their unknown English (spoken and written) translation. Both verbal and orthographic learning were assessed. Additionally, vocabulary, and reading and spelling skills were measured at the beginning of Grade 7 and five months later. The results showed that verbal learning contributed to development in vocabulary and reading accuracy. The contribution of orthographic learning was limited to development in spelling and pseudoword reading fluency. Overall, these findings are in line with findings in L1, indicating that especially verbal learning adds to the prediction of EFL development.

L1研究表明，新颖发音的配对联想学习（PAL）（言语学习）有助于预测词汇，阅读和拼写发展中的个体差异。本研究检查了口头学习是否可以预测英语作为外语（EFL）的词汇量和读写能力。荷兰7年级学生（N = 455）完成了PAL任务，他们学会了将已知的荷兰语单词与未知的英语（口语和书面）翻译相关联。口头和正交学习都得到了评估。此外，在7年级开始时和五个月后对词汇，阅读和拼写技能进行了测量。结果表明，言语学习有助于词汇量和阅读准确性的发展。拼字学习的贡献仅限于拼写和伪字阅读流利程度的发展。总体而言，这些发现与L1中的发现一致，表明特别是言语学习增加了对EFL发展的预测。