Working memory capacity across L2 speech proficiency levels

Abstract

This study investigates whether working memory capacity (WMC) varies across languages and in the course of L2 speech proficiency levels. Following suggestions in Finardi and Weissheimer (2009) and Prebianca (2010), who found that WMC varied as a function of L2 speech proficiency, the present study assessed three proficiency levels (elementary, intermediate and advanced) and two languages (L1-Portuguese and L2-English). Two WM tests were used, one in the L1 and another in the L2, both in the speaking mode. Sixty adult learners of English as a foreign language participated in the study: 19 elementary, 19 intermediate and 22 advanced learners. Results of Kruskal-Wallis and Mann-Whitney tests corroborate Finardi and Weissheimer (2009) and Prebianca (2010) suggesting that WMC measured with a speaking span test in L2 seems to conflate the relationship between speech proficiency levels and WMC.

Understanding L2 Speech Production : Implications for Teaching Speaking in EFL Classroom

“…This study found no relation between learners' short-term memory or vocabulary size and their scores on the oral performance, while several previous studies have shown these two variables' positive effects on L2 speech proficiency (e.g., Baddely, 2003;Iwashita et al, 2008;Koizumi & In'nami, 2013;O'Brien et al, 2006;Prebianca et al, 2014). One of the variables, short-term memory, seems likely to be related to spontaneous speech by L2 learners, in that such production needs a very high level of attention.…”

“…As for the cognitive variable, short-term memory has been shown to play a role in learners' speech production, and is associated with both storage and processing. Many researchers have agreed that shortterm memory capacity is a good predictor of EFL learners' ability to perceive, store, recall, and reproduce phonological sequences (e.g., Baddeley, 2003;Baddeley & Hitch, 1974;Juffs & Harrington, 2011;Kormos, 2006;O'Brien et al, 2006;Nowbakht & Fazilatfar, 2019;Prebianca et al, 2014). Among the research on the relationship between short-term memory and second language acquisition, Prebianca et al (2014) found that L2 short-term memory capacity is affected by L2 proficiency level.…”

“…Furthermore, based on previous studies' reports that general listening skills, cognitive ability (e.g., short term memory), and vocabulary knowledge have associations with learners' speech production (e.g., Astorga-Cabezas, 2015;Iwashita et al, 2008;Prebianca et al, 2014), the present study attempts to explore the extent to which these three variables affect EFL students' speech production. First, of the four language skills, listening is more closely related to speaking than to reading and writing (e.g., Astorga-Cabezas, 2015).…”