Aspects of Working Memory in L2 Learning

Autor/inn/en	Juffs, Alan; Harrington, Michael
Titel	Aspects of Working Memory in L2 Learning
Quelle	In: Language Teaching, 44 (2011) 2, S.137-166 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444810000509
Schlagwörter	Second Language Learning; Language Research; Short Term Memory; Learning Processes; Neuropsychology; Task Analysis; Measures (Individuals); Individual Differences; Language Processing; Sentences; Age Differences; Language Proficiency; Vocabulary Development; Alphabets; Language Tests; Teaching Methods; Second Language Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachforschung; Kurzzeitgedächtnis; Learning process; Lernprozess; Neuropsychologie; Aufgabenanalyse; Messdaten; Individueller Unterschied; Sprachverarbeitung; Sentence analysis; Satzanalyse; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Buchstabenschrift; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht
Abstract	This article reviews research on working memory (WM) and its use in second language (L2) acquisition research. Recent developments in the model and issues surrounding the operationalization of the construct itself are presented, followed by a discussion of various methods of measuring WM. These methods include word and digit span tasks, reading, listening and speaking span tasks. We next outline the role proposed for WM in explaining individual differences in L2 learning processes and outcomes, including sentence processing, reading, speaking, lexical development and general proficiency. Key findings are that WM is not a unitary construct and that its role varies depending on the age of the L2 learners, the task and the linguistic domain. Some tests of WM may in fact be tests of differences in ability to attend to aspects of the L2. Future research will focus on matching tests of WM more closely with linguistic tasks and using more standardized, replicable measures of WM in new areas including writing in non-alphabetic scripts, instructional interventions and cognitive neuropsychology. (As Provided).
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Update	2017/4/10