Learning Second Languages with ADHD: The Role of Memory Systems

Previous research has shown that individual differences in long-term memory systems (e.g., Morgan-Short et al., 2022) and working memory (e.g., Linck et al., 2014) can influence second language (L2) learning in adults with neurotypical cognition. However, it remains unknown what role memory systems play in L2 learning in adults with ADHD. This study examined this question by asking participants (N = 116) to complete a) L2 training and testing with an artificial language with complex analogical and simple affixation rules; b) cognitive measures of working, declarative, and procedural memory; c) ADHD and depression questionnaires. We predicted that adults with ADHD would not have a statistically different performance on the L2 learning task than the neurotypical adults. We also expected that memory systems might play a different role in L2 learning based on the participants’ ADHD severity symptomatology (as measured by BAARS-IV). The results of our study supported our first hypothesis — individuals with ADHD did not perform differently than the neurotypical controls; but did not support the second one —memory systems that are associated with L2 learning are not influenced by the ADHD symptomatology. Overall, we also found a facilitative role of declarative memory on learning of the complex analogical rules and facilitative role of working memory on learning of the simple affixed rules. Such results play an important role in furthering both the scientific and pedagogical understanding of L2 learning with ADHD and L2 learning in general.