Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude?

Abstract

This paper explores the roles of both working memory (WM) and more traditional aptitude components, such as input processing and language analytic ability in the context of foreign language learning aptitude. More specifically, the paper compares two current perspectives on language aptitude: the Stages Approach (Skehan, 2016, 2019) and the P/E Model (Wen, 2016, 2019). Input processing and noticing, pattern identification and complexification, and feedback are examined as they relate to both perspectives and are then used to discuss existing aptitude testing, recent research, and broader theoretical issues. It is argued that WM and language aptitude play different but complementary roles at each of these stages, reflecting the various linguistic and psycholinguistic processes that are most prominent in other aspects of language learning. Overall, though both perspectives posit that WM and language aptitude have equal importance at the input processing stage, they exert greater influence at each of the remaining stages. More traditional views of aptitude dominate at the pattern identification and complexification stage and WM with the feedback stage.

Toward an Integrated Account of Working Memory and Language

“…Empirical explorations have tapped into their distinctive roles in various aspects of acquisition and processing, contributing finer-grain details to fulfilling the juxtapositioned alignments between these two key working memory components and processes with corresponding language domains and skills. These juxtapositions are then synthesized to culminate in the theoretical foundation of the integrated Phonological/Executive (P/E) Model (Wen, 2012(Wen, , 2016(Wen, , 2019; also see Wen & Li, 2019;Wen & Skehan, 2021). As such, the P/E model stipulates that phonological working memory underlies the acquisitional and developmental domains of language, such as the acquisition and development of lexical knowledge, grammatical and discourse knowledge, and collocational knowledge; while executive working memory modulates cognitively demanding language processes and subskills, such as language comprehension (Adams & Delany, this volume), interaction (Li & An, this volume), production/ performance (Skehan, this volume), and bilingual interpreting (Zheng & Kuang, this volume).…”

Less precise auditory processing limits instructed L2 speech learning: Communicative focus on phonetic form revisited

“…This is arguably because individuals differ in the extent to which they can notice, elaborate, and make the most of every input opportunity; such relevant perceptual and cognitive abilities are generally termed as "aptitude". Whereas a range of conceptual frameworks have been proposed for L2 lexicogrammar learning aptitude (e.g., Carroll & Sapon, 1959 for MLAT;Linck et al, 2013 for Hi-Lab; for a comprehensive review, see Wen & Skehan, 2021), very few studies have worked on the role of aptitude factors in post-pubertal L2 speech learning.…”

“…Many scholars have ascribed the source of the variation to learners' different levels of perceptual-cognitive aptitude. Although the majority of the existing aptitude literature has exclusively focused on lexicogrammar (for a comprehensive overview, Wen & Skehan, 2021), scholars have begun to examine the associations between outcomes of L2 speech learning and domain-general auditory processing (i.e., precise encoding of sounds; Saito & Tierney, 2023). The current investigation aims to examine (a) how a total of 55 college-level Chinese students enhanced their English [ɪ] and [i] perception accuracy (e.g., "sit" vs. "seat") while working on a range of meaning-oriented tasks; and (b) the extent to which such gains could be differentially associated with the participants' auditory processing profiles.…”

Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives

“…These emerging patterns, when effectively integrated and synthesized further, lend theoretical support and empirical evidence to the formulation of an integrated cognitive account that portrays the intricate relationships between WM components and functions on the one hand, and language as well as bilingualism/SLA on the other. These hypothetical links thus culminate in the phonological/executive (P/E) model [ 12 , 20 , 85 , 86 ].…”