Working Memory Capacity and Lexical Density in L2 Speech Production

Weissheimer, Janaína; Mota, Mailce Borges

doi:10.22456/2238-8915.28843

Cited by 8 publications

(10 citation statements)

References 23 publications

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“…This suggests that memory span, naming rate and speech rate are in a linear function to reading ability and good readers do better in all three tests than poor readers (Das & Mishra, 1991). Researchers also found a strong relationship between working memory span and L2 performance (Fortkamp, 1999;Harrington & Sawyer, 1992;Kormos & Sáfár, 2008;Weissheimer & Mailce, 2009).…”

Section: Memory Spanmentioning

confidence: 98%

“…Past research in reading has primarily looked at working memory span, which is a common measure of short-term memory (Fortkamp, 1999;Kormos & Sáfár, 2008;Weissheimer & Mailce, 2009). While short-term memory is thought of as a passive storage buffer, working memory span is widely defined as the mental capacity available for the simultaneous processing and storage of information, and thus a more active part of the human processing system (Daneman & Carpenter, 1980;Just & Carpenter, 1992).…”

Section: Memory Spanmentioning

confidence: 99%

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Reading speed improvement in a speed reading course and its effect on language memory span

Tran¹,

Nation²

2020

Preprint

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Several studies have shown positive effects of a speed reading course on students' reading speed improvement (Chung & Nation, 2006; Macalister, 2008, 2010). Yet, little research has aimed to see if the speed increase transfers to other types of reading and if it has any effects on other language skills. This study set out to answer these questions and examine the relationships between EFL reading speed, reading comprehension, and memory span by looking at the comprehension scores and language memory span results. It was found that the reading speed improvement in the speed reading course transferred to other types of reading and did not necessarily negatively affect comprehension. The results demonstrated that the treatment groups considerably expanded their memory span (p<.05). Strong relationships between speed increases in the speed reading course, speed improvement in other types of reading and memory span development were also found. © Centre for Language Studies National University of Singapore.

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Section: Memory Spanmentioning

confidence: 98%

Section: Memory Spanmentioning

confidence: 99%

Reading speed improvement in a speed reading course and its effect on language memory span

Tran¹,

Nation²

2020

Preprint

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“…Research has shown that limitations in individuals' working memory capacity (WMC) may be seen as a possible independent constraint on the processes involved in L1 speech production (DANEMAN;GREEN, 1986;DANEMAN, 1991), L2 speech production (FORTKAMP, 2000;FINARDI;PREBIANCA, 2006;XHAFAJ, 2006) and more recently L2 speech development (FINARDI;FINARDI;WEISSHEIMER, 2011;WEISSHEIMER;. These studies have shown that, in general, individuals with a larger WMC tend to outperform those with a smaller capacity in various aspects of language performance and acquisition.…”

Section: Introductionmentioning

confidence: 99%

Working memory capacity across L2 speech proficiency levels

Prebianca

Finardi

Weissheimer

2014

Rev. bras. linguist. apl.

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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.

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“…While Payne et al (2009) claimed WM independently influenced L2 reading regardless of previous L2 learning, Walter (2004) found out substantial difference between lower and higher proficiency L2 learners in L2 WM capacity and transferability of L1 reading skills to L2, suggesting an intricate interrelationship among WM, L2 proficiency, and L2 reading comprehension. In addition, the facilitating effect of WM capacity on L2 processing was claimed more salient with low proficiency L2 learners in Hummel (2009), and Weissheimer and Mota (2009), while recently Joh and Plakans (2017) found the opposite.…”

Section: Review Of Literaturementioning

confidence: 92%

Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension

Joh¹

2018

The Journal of AsiaTEFL

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In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.

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Working Memory Capacity and Lexical Density in L2 Speech Production

Cited by 8 publications

References 23 publications

Reading speed improvement in a speed reading course and its effect on language memory span

Reading speed improvement in a speed reading course and its effect on language memory span

Working memory capacity across L2 speech proficiency levels

Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension

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