Aspects of working memory in L2 learning

Abstract

This article reviews research on working memory (WM) and its use in second language (L2) acquisition research. Recent developments in the model and issues surrounding the operationalization of the construct itself are presented, followed by a discussion of various methods of measuring WM. These methods include word and digit span tasks, reading, listening and speaking span tasks. We next outline the role proposed for WM in explaining individual differences in L2 learning processes and outcomes, including sentence processing, reading, speaking, lexical development and general proficiency. Key findings are that WM is not a unitary construct and that its role varies depending on the age of the L2 learners, the task and the linguistic domain. Some tests of WM may in fact be tests of differences in ability to attend to aspects of the L2. Future research will focus on matching tests of WM more closely with linguistic tasks and using more standardized, replicable measures of WM in new areas including writing in non-alphabetic scripts, instructional interventions and cognitive neuropsychology.

Sing Chinese and tap Tagalog? Predicting individual differences in musical and phonetic aptitude using language families differing by sound-typology

“…It hence is considered that the 'temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities', such as foreign language learning, is entailed in WM (Baddeley, 2003, p. 189). Baddeley's model of WM consists of several components, of which previous research (Juffs & Harrington, 2011;Linck, Osthus, Koeth, & Bunting, 2014) has identified two as rather central to L2 acquisition: the phonological loop and the central executive; the former allows for language learning, forms the basis of memorising linguistic material and is responsible for the temporary retention and processing of phonological information, while the latter directs attentional processes (Baddeley, 2002). Many scholars thus consider WM as the most central and essential factor affecting foreign language aptitude, whereas some even claim that it has potential to replace the whole aptitude construct as such.…”

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

“…In the current research, one point was allocated to each recalled item. This method of scoring is supported by the most recent research (Juffs & Harrington, 2011) where it is argued to provide "a finer discrimination between individuals and be more reliable" (p. 144). To control any recency effect (Baddeley & Hitch, 1993), no points were given to the targets in math problems appearing in final positions in sets if they were recalled first.…”

“…5, No. 11;2012 1992; Lesser, 2007;Walter, 2004). Finally, the results of this study suggest that the newly developed test is reliable enough to be used in language-specific and cross language studies for the measurement of working memoy capacity.…”

“…5, No. 11;2012 they had time to rehearse the targets. The results of study also indicated that the participants' scores were very high.…”

“…5, No. 11;2012 clear boundary between the sets and help the participants not to miss the recall time. At this time, the participants had to recall the second digits and say them out loud while their answers were recorded by the researcher.…”