Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: a prospective study

Luk Van Mensel; Benoît Galand

doi:10.1007/s10212-022-00597-x

Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: a prospective study

Luk Van Mensel, Benoît Galand

University of Namur

Research output: Contribution to journal › Article › peer-review

Abstract

This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The sample comprised 721 participants from French-speaking Belgium: 369 fifth-graders from 13 elementary schools and 352 eleventh-graders from 9 secondary schools. The background, input, and socio-affective data were obtained through questionnaires, the cognitive and language data through a round of computerized data collection, twice with an 18-month interval. While some input and motivational variables were predictive of vocabulary acquisition when analyzed separately, most of them lost significance once combined. Measures of executive functions were not related to vocabulary acquisition. Classroom input was predictive among children and adolescents, but other age-related differences emerged. The findings call for caution regarding the separate treatment of factors believed to be involved in second-language acquisition.

Original language	English
Pages (from-to)	475-494
Number of pages	20
Journal	European Journal of Psychology of Education
Volume	38
Issue number	2
Early online date	2022
DOIs	https://doi.org/10.1007/s10212-022-00597-x
Publication status	Published - Jun 2023

Funding

This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Université catholique de Louvain (UCLouvain) and the Université de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Benoît Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). We would like to thank Amélie Bulon, Audrey De Smet, Isa Hendrikx and Morgane Simonis for their assistance in the data collection, Frank Boers for reading a previous draft of this article, and the reviewers for their useful comments.

Keywords

Executive functions
Foreign-language acquisition
Input
Motivation

Access to Document

10.1007/s10212-022-00597-x

Cite this

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title = "Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: a prospective study",

abstract = "This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The sample comprised 721 participants from French-speaking Belgium: 369 fifth-graders from 13 elementary schools and 352 eleventh-graders from 9 secondary schools. The background, input, and socio-affective data were obtained through questionnaires, the cognitive and language data through a round of computerized data collection, twice with an 18-month interval. While some input and motivational variables were predictive of vocabulary acquisition when analyzed separately, most of them lost significance once combined. Measures of executive functions were not related to vocabulary acquisition. Classroom input was predictive among children and adolescents, but other age-related differences emerged. The findings call for caution regarding the separate treatment of factors believed to be involved in second-language acquisition.",

keywords = "Executive functions, Foreign-language acquisition, Input, Motivation",

author = "\{Van Mensel\}, Luk and Beno{\^i}t Galand",

note = "Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Universit{\'e} catholique de Louvain (UCLouvain) and the Universit{\'e} de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Beno{\^i}t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). We would like to thank Am{\'e}lie Bulon, Audrey De Smet, Isa Hendrikx and Morgane Simonis for their assistance in the data collection, Frank Boers for reading a previous draft of this article, and the reviewers for their useful comments. Publisher Copyright: {\textcopyright} 2022, Instituto Universit{\'a}rio de Ci{\^e}ncias Psicol{\'o}gicas, Sociais e da Vida.",

year = "2023",

month = jun,

doi = "10.1007/s10212-022-00597-x",

language = "English",

volume = "38",

pages = "475--494",

journal = "European Journal of Psychology of Education",

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AU - Galand, Benoît

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PY - 2023/6

Y1 - 2023/6

N2 - This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The sample comprised 721 participants from French-speaking Belgium: 369 fifth-graders from 13 elementary schools and 352 eleventh-graders from 9 secondary schools. The background, input, and socio-affective data were obtained through questionnaires, the cognitive and language data through a round of computerized data collection, twice with an 18-month interval. While some input and motivational variables were predictive of vocabulary acquisition when analyzed separately, most of them lost significance once combined. Measures of executive functions were not related to vocabulary acquisition. Classroom input was predictive among children and adolescents, but other age-related differences emerged. The findings call for caution regarding the separate treatment of factors believed to be involved in second-language acquisition.

AB - This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The sample comprised 721 participants from French-speaking Belgium: 369 fifth-graders from 13 elementary schools and 352 eleventh-graders from 9 secondary schools. The background, input, and socio-affective data were obtained through questionnaires, the cognitive and language data through a round of computerized data collection, twice with an 18-month interval. While some input and motivational variables were predictive of vocabulary acquisition when analyzed separately, most of them lost significance once combined. Measures of executive functions were not related to vocabulary acquisition. Classroom input was predictive among children and adolescents, but other age-related differences emerged. The findings call for caution regarding the separate treatment of factors believed to be involved in second-language acquisition.

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KW - Foreign-language acquisition

KW - Input

KW - Motivation

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AN - SCOPUS:85126525030

SN - 0256-2928

VL - 38

SP - 475

EP - 494

JO - European Journal of Psychology of Education

JF - European Journal of Psychology of Education

IS - 2

ER -

Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: a prospective study

Abstract

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Keywords

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AAAL 2022

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Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: a prospective study

Abstract

Funding

Keywords

Access to Document

Other files and links

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AAAL 2022

Cite this