The Effects of Working Memory and Declarative Memory on Instructed Second Language Vocabulary Learning: Insights from Intelligent CALL

Autor/inn/en	Ruiz, Simón; Rebuschat, Patrick; Meurers, Detmar
Titel	The Effects of Working Memory and Declarative Memory on Instructed Second Language Vocabulary Learning: Insights from Intelligent CALL
Quelle	In: Language Teaching Research, 25 (2021) 4, S.510-539 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruiz, Simón)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819872859
Schlagwörter	Short Term Memory; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Correlation; Instructional Effectiveness; Computer Assisted Instruction; Cognitive Ability; Individual Differences; Advanced Students; German; Native Language; News Reporting; Internet; Web Based Instruction; Grammar; Comparative Analysis; Verbs; Phrase Structure; Prediction; Task Analysis; Semantics; College Students; Language Tests; Language Proficiency; Reading Comprehension; Adult Students + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Korrelation; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Denkfähigkeit; Individueller Unterschied; Fortgeschrittener; Deutscher; News report; Reportage; Web Based Training; Grammatik; Phrasenstruktur; Vorhersage; Aufgabenanalyse; Semantik; Collegestudent; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01