Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for?

Abstract Extending the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability represent, encode, and integrate spectral temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant outcomes post-pubertal L2 speech learning. The current study set out test hypothesis that processing makes unique contribution for 70 Japanese classroom learners English with different levels proficiency when biographical backgrounds (length instruction immersion) memory abilities (working, declarative, procedural memory) are controlled for. Auditory loaded onto modality-general capacities represent incorporate anchor stimuli (relative target stimuli) into long-term an implicit fashion, but dissociated from explicit remember, associate, elaborate sensory information. explained small-to-medium amount variance learning, even after other potentially confounding variables were statistically factored out.