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Breaking up is not so hard to do: individual differences in L2 memorisation

Fitzpatrick, Tess and Wray, Alison 2006. Breaking up is not so hard to do: individual differences in L2 memorisation. Canadian Modern Language Review 63 (1) , pp. 35-57. 10.3138/cmlr.63.1.35

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Abstract

Six intermediate/advanced learners of English, studying in the United Kingdom, identified messages that they wanted to convey in specific future conversations and memorized native-like versions of them. Their ability to use them in practice and in the real conversation was analyzed. Propensity to attempt using memorized material correlated with aural-repetition aptitude, but neither propensity nor accuracy of reproduction correlated with proficiency. It is hypothesized that increased proficiency invites increased risk-taking during memorization. Individual differences in motivation and attitude, and the relationship with the interlocutor, are all discussed as salient variables.

Item Type: Article
Date Type: Publication
Status: Published
Schools: English, Communication and Philosophy
Subjects: P Language and Literature > P Philology. Linguistics
Publisher: University of Toronto Press
ISSN: 0008-4506
Last Modified: 10 Oct 2017 16:41
URI: http://orca.cf.ac.uk/id/eprint/80361

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