Auditory Implicit Memory and Context Effect in Early EFL Learners by 1.Fan Jiang & 2. Yongbing Liu Auditory Implicit Memory and Context Effect in Early EFL Learners

Adopting the priming paradigm, the present study examined the impact of mode of presentation, either in isolation of in a coherent text on the auditory implicit memory of early EFL learners in China. The results showed that previous encounters with the English words sped up later processing in both groups. However, compared with listening to words presented in the context, listening to words presented in isolation contributed more to the implicit memory. The result confirmed the existence of auditory priming and context effect in early L2 vocabulary learning. Finally, the reasons why priming occurred and why context reduced the auditory priming effects were discussed in terms of the Logogen Model and Transfer-appropriate processing. In addition, teaching strategies for enhancing the auditory implicit memory of words presented in context were suggested.