The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their performance was tied to the quantity and quality of their EFL experience, as well as their scores in auditory processing and working memory. While several significant, modest correlations between experience, aptitude, and vocabulary outcomes were observed, certain predictor variables were uniquely associated with either declarative or automatized vocabulary performance. Specifically, individuals with more extensive, typically language-focused EFL training and greater working memory demonstrated higher levels of declarative knowledge. Conversely, those who pursued extracurricular practice outside the classroom – exposing themselves to auditory materials and/or participating in study-abroad experiences – showed a more automatic execution of vocabulary knowledge.

中文翻译：

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陈述性和自动化语音词汇知识发展中的经验、知觉和认知个体差异


本研究探讨了经验、知觉敏锐度和工作记忆方面的个体差异对二语语音词汇知识的陈述性和自动化方面的发展的影响。共有 486 名日本英语作为外语 (EFL) 学生参加了两项词汇测试，旨在测量陈述性知识（意义识别）和自动化知识（词汇语义判断任务）。他们的表现与他们的英语体验的数量和质量以及他们在听觉处理和工作记忆方面的得分有关。虽然观察到经验、能力和词汇结果之间存在一些显着的、适度的相关性，但某些预测变量与陈述性或自动化词汇表现具有独特的相关性。具体来说，接受过更广泛、通常以语言为重点的 EFL 培训和更大工作记忆的个人表现出更高水平的陈述性知识。相反，那些在课堂外进行课外练习的人——接触听觉材料和/或参与海外学习经历——表现出更自动地执行词汇知识。