The present study examined the receptive and productive knowledge of collocations of second language (L2) and heritage speakers of Korean and also investigated the influence of phrasal frequency, exposure to Korean, and phonological short-term memory (PSTM). Seventeen L2 learners and 14 heritage speakers of Korean were tested on 30 Korean noun-verb collocations, which varied in phrasal frequency, using an acceptability judgment task and a collocation completion test. The results showed that both L2 and heritage speakers demonstrated considerable receptive knowledge of Korean collocations while productive knowledge was more limited for both groups. The mixed-effects modelling results of four independent variables of interest (i.e., phrasal frequency, exposure via media, academic use, and PSTM) showed that phrasal frequency was the only significant predictor of receptive knowledge of collocations for both L2 and heritage speakers; none of the four factors had a significant impact on productive knowledge of collocations for either group. These data are discussed in relation to previous studies on collocation development of L2 learners and heritage speakers.

This study aims at investigating the effects of phonological short-term memory (PSTM), learning styles, and oral repetition on middle school students" learning of English vocabulary. Two groups had different treatments (semantic learning and oral repetition) and vocabulary learning was assessed in spelling, meaning, and production twice, immediately after the learning sessions and two weeks thereafter. The results reveal that oral repetition and the PSTM capacity affected the vocabulary learning significantly, but not learning styles. The students with a higher PSTM capacity learned significantly more words but didn"t remember them better for a longer period than those with a lower PSTM capacity. No clear effects of learning styles were noted, while the PSTM capacity of auditory learners was higher than that of visual learners. The oral repetition group learned significantly more words than those who did only semantic learning, which suggests the usefulness of oral repetition in learning new vocabulary.