Phonological short-term memory, working memory and foreign language performance in intensive language learning

Kormos, Judit; Sáfár, Anna

doi:10.1017/s1366728908003416

Cited by 236 publications

(266 citation statements)

References 45 publications

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“…Learners may need to be using considerable attentional and memory resources to access and retrieve words, and to give messages their syntactic and morphophonological shape, to a point that differences in working memory may not matter. Our results therefore suggest that for working memory to pose an advantage in L2 performance a certain level of proficiency needs to be achieved, results which are in contrast with those of Kormos and Sáfár (2008). Therefore, more research is needed that looks at the relationship between working memory and proficiency level with higher control of the latter.…”

Section: Discussionmentioning

confidence: 75%

“…The results in this study suggest that there is no correlation between working memory and overall attainment, and are in line with those of Mizera (2006) who found no correlation between a general proficiency test in L2 Spanish and working memory scores. In the first place, the present study tested the proficiency of learners at a given point after years of learning the language and was therefore not looking at gains over time as in Kormos and Sáfár (2008). It is feasible to believe that differences in working memory alone, which as we saw in the literature review have been shown to affect the rate of acquisition, cannot explain the different levels of attainment, and should therefore be combined with other variables.…”

Section: Discussionmentioning

confidence: 99%

“…Another study that looked at the development of proficiency was conducted by Kormos and Sáfár (2008). Their goal was to study the relationship between phonological short-term memory and working memory and the development of reading, writing, listening, speaking, and use of English.…”

Section: Ii4 Working Memory and L2 Development And Productionmentioning

confidence: 99%

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Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

Gilabert¹,

Muñoz²

2010

ijes

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The goal of this study is to investigate the role of working memory capacity in L2 attainment and performance. The study uses an L1 reading span task to measure working memory of a group of 59 highintermediate/advanced learners of English, and a film retelling task to measure their oral production. The analysis first showed a moderate to high correlation between proficiency measured by a general proficiency test and learners' fluency, lexical complexity, and accuracy but not structural complexity on the retelling task. Secondly, no correlation was found between overall proficiency and working memory. Thirdly, a weak correlation was found between fluency and lexical complexity, and working memory. When the group was split into top and bottom levels of proficiency, moderate correlations were found between lexical complexity and working memory only for the high-proficiency group. The results are discussed in the light of previous research. KEY WORDS:Working memory, language learning aptitude, fluency, lexical complexity, structural complexity, accuracy, narrative performance. RESUMENEl objetivo de este estudio es investigar el rol de la capacidad de memoria operativa en la proficiencia y la producción en una L2. El estudio utiliza una tarea de reading span en la L1 para medir la memoria operativa de un grupo de 59 estudiantes de inglés de nivel intermedio alto/avanzado, y una tarea narrativa para medir su producción oral. Los análisis muestran correlaciones significativas entre la proficiencia medida por un test de proficiencia general y la fluidez, complejidad léxica, y corrección, aunque no con la complejidad estructural. Las correlaciones también son positivas y significativas entre la memoria operativa y la fluidez y complejidad léxica, pero no se observa una correlación significativa entre la proficiencia general y la memoria operativa. Cuando se divide el grupo entre los niveles más altos y más bajos se encuentran correlaciones moderadas entre la complejidad léxica y la memoria operativa sólo para el grupo de proficiencia alta. Los resultados se analizan en base a los escasos trabajos previos.

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Section: Discussionmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 99%

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Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

Gilabert¹,

Muñoz²

2010

ijes

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“…Working memory (WM) is associated with L2 reading, speaking, vocabulary and listening abilities (Kormos & Sáfár, 2008). However, among the selected papers only a few articles took into account WM in their analysis of music-L2 transfer (Herrera et al, 2011;François et al, 2012;Posedel et al, 2011;Slevc & Miyake, 2006).…”

Section: The Role Of Working Memory In the Musiclanguage Transfer Effmentioning

confidence: 99%

The Potential Role of Music in Second Language Learning: A Review Article

Zeromskaite¹

2014

Journal of European Psychology Students

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The effects of musical activities on non-musical domains have recently sparked much research. Whereas the benefits of music for native language abilities are well established, the effect on second language (L2) is not yet fully explored. This review discusses articles suggesting the transfer effect of music on L2 phonological and reading skills. Through the analysis of research literature, it examines; (1) the extent of transfer to specific L2 skills, the nature of necessary music training, the effect of native language on musicality and L2, and the role of working memory in the transfer effect. While the discussed papers provide promising insights into the music-L2 relationship, due to the little research done in this area it is difficult to generalize the results to overall L2 learning.

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“…Further research has centered on multi-sensory instruction incorporating explicit phonological teaching (Ganschow & Sparks, 1995), and a two-year study of at-risk students indicated that a multi-sensory approach promoted performance comparable to peers instructed with traditional methods (Sparks et al, 1998). Because of demands in working memory and diverse functioning of the CNS which can affect second language learning (Kormos & Safar, 2008;Palladino & Cornoldi, 2004), multi-sensory approaches have been promoted by Dal (2008) and Sousa (2001) and supported by the research of Amend et al (2009).…”

Section: Multi-sensory Approachesmentioning

confidence: 99%

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Tolbert

Killu

Lazarus

2015

TPLS

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Abstract-Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish. Index Terms-multi-sensory, foreign language instruction, learning disabilities, working memory, Spanish vocabulary I. CHARACTERISTICS OF LEARNING DISABILITIES AND FOREIGN LANGUAGE CHALLENGESIndividuals identified as having learning disabilities (LD) often experience difficulties related to language, resulting from central nervous system (CNS) dysfunction. This atypical operation of the CNS makes it especially challenging for students with LD to succeed with reading, math, and the oral or written expression of language. In addition to the obstacles which exist for established content areas, students with LD often experience added difficulty in learning a non-English language. The following paper will discuss the difficulties faced by students with LD, and the current state of research on how such difficulties may derive from CNS dysfunction. Additionally, the relationship between common challenges of LD students and successful learning with multi-sensory instruction will be considered. Finally, practical examples of accommodations, resources, and learning strategies for multi-sensory Spanish instruction will be offered.

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Phonological short-term memory, working memory and foreign language performance in intensive language learning

Cited by 236 publications

References 45 publications

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

The Potential Role of Music in Second Language Learning: A Review Article

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

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