How Memory Shapes Second-Language Vocabulary Acquisition in Primary School Learners

This longitudinal study investigates the interplay between memory systems and second-language (L2) vocabulary acquisition in primary school children (N = 82, second and third graders). While current models emphasize the phonological loop, the specific link between short- and long-term memory remains under-explored. Over a six-month period, we assessed short-term memory and long-term memory predictors of L2 growth. The results indicate that delayed non-word recall, rather than immediate repetition, is the primary predictor of vocabulary acquisition. Furthermore, a significant gender–memory interaction was observed, as females initially outperformed males; however, this advantage diminished over time. These findings suggest that initial long-term consolidation—as also suggested by a notable primacy effect—may represent a critical missing link in L2 acquisition models and that cognitive strategies for word learning may diverge by gender.