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This study investigated the relations among Korean phonological processing skills, English vocabulary knowledge, and the learning of new English words in 6th grade children. The children were tested in phonological awareness, phonological short-term memory, and naming speed tasks, as well as English vocabulary and paired-associate learning of Korean-English word pairs. Most tasks were significantly correlated with English vocabulary and paired-associate learning. In regression analyses, phonological awareness, short-term memory, and naming speed significantly predicted English vocabulary; and English vocabulary and naming speed predicted paired-associate learning. These results suggest that Korean phonological awareness, naming speed, and short-term memory are associated with English vocabulary knowledge and learning. These findings support the transfer of phonological processing skills across second languages.