One Size Fits All? Learning Conditions and Working Memory Capacity in "Ab Initio" Language Development

Autor/inn/en	Sanz, Cristina; Lin, Hui-Ju; Lado, Beatriz; Stafford, Catherine A.; Bowden, Harriet W.
Titel	One Size Fits All? Learning Conditions and Working Memory Capacity in "Ab Initio" Language Development
Quelle	In: Applied Linguistics, 37 (2016) 5, S.669-692 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amu058
Schlagwörter	Short Term Memory; Language Proficiency; Morphology (Languages); Syntax; Semantics; Latin; Predictor Variables; Metalinguistics; Feedback (Response); Teaching Methods; Second Language Instruction + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Language skill; Language skills; Sprachkompetenz; Morphology; Morphologie; Semantik; Latein; Prädiktor; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht
Abstract	The article summarizes results from two experimental studies (N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in "ab initio" language development under two pedagogical conditions [± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to assign semantic functions in Latin. Results suggest that with the more traditional pedagogical approach [+ grammar lesson], WMC does not predict learner outcomes. In contrast, in an approach that immediately immerses learners in meaning-focused practice with the same explicit feedback, WMC predicts gains on interpreting aural and written input. Thus, it appears that pre-practice grammar explanation "levels the field" for learners of varying WMC, while WMC may play more of a role when metalinguistic information is limited to reactive feedback. These results extend previous research (Robinson 2002, 2005b; Erlam 2005; Goo 2012; Li 2013; Sagarra and Abbuhl 2013a, 2013b; Tagarelli "et al." 2014), and further call attention to the importance of interactions between pedagogical tools and individual differences in explaining language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01