How do L2 learners and L1 writers differ in their reliance on working memory during the formulation subprocess?

Gunnarsson-Largy, Cecilia; Chapuis, Nathalie Dherbey; Largy, Pierre

doi:10.1007/s11145-019-09941-y

Cited by 3 publications

(10 citation statements)

References 48 publications

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“…Second, L1 writing may rely more on phonological short-term memory, whereas L2 writing may draw more on visuo-spatial working memory because of L2 writers' (especially less proficient writers) heavier dependence on spelling or orthography. At a more advanced level where the L2 phonological system is more developed and automated, visuo-spatial working memory may become less important (Gunnarsson-Largy et al, 2019). Third, it is possible that the phonological form is always activated regardless of whether it is fully developed.…”

Section: Differential Roles Of Working Memory In L1 and L2 Writingmentioning

confidence: 99%

“…The remaining four studies are experimental studies that involved systematic variable manipulation. One of the four studies examined the roles of different types of working memory in translating (referred to as formulation by the authors) at different levels of proficiency (Gunnarsson-Largy et al, 2019); one investigated the associations between working memory and different types of written corrective feedback (Li & Roshan, 2019); and two studies examined the interface between task complexity, task modality, and working memory (Cho, 2018;Zalbidea, 2017). Among the 16 L2 studies, only Gunnarsson-Largy et al ( 2019) used the dual-task approach, and the remaining studies used the regression approach.…”

Section: The Research Synthesismentioning

confidence: 99%

“…Kormos and Sáfár (2008) found a significant correlation between this component of working memory and overall writing performance at a higher proficiency level, but no significant correlation was found at a lower level. Using a dual-task approach where writers' working memory is interfered, Gunnarsson-Largy et al (2019) found that during translation (called formulation by authors), L1 French writers relied more on phonological short-term memory than L2 French writers and that more advanced L2 learners relied more on phonological short-term memory than beginners. Li and Roshan (2019) showed that phonological short-term memory was a negative predictor of the effects of direct corrective feedback plus revision.…”

Section: Phonological Short-term Memory and Visual-spatial Working Me...mentioning

confidence: 99%

“…Among the 16 L2 studies, only Gunnarsson-Largy et al (2019) used the dual-task approach, and the remaining studies used the regression approach. In this dual-task study, participants performed a dictation task while performing a phonological (memorizing three nonwords) or visual (memorizing grid squares) concurrent task intended to interfere with phonological short-term memory or visual-spatial short-term memory.…”

Section: The Research Synthesismentioning

confidence: 99%

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Working memory and second language writing: A systematic review

2023

Stud Second Lang Acquis

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This article reports on a comprehensive synthesis of the literature on the role of working memory in second language (L2) writing. It starts with an overview and clarification of the construct and measurement of working memory, followed by an elaboration of major theoretical models informing the synthesized research. The article then presents a synthesis of the methods and results of the 16 studies that have been conducted on the associations between working memory and L2 writing. The methodological synthesis encompasses research design, methods of working memory, measurement of writing performance, methods of data elicitation for writing processes, and data analysis and reporting. The results of the synthesized studies demonstrate that (1) working memory is largely unrelated to overall writing proficiency; (2) it is predictive of specific aspects of L2 composition such as complexity, accuracy, and fluency; (3) the role of working memory varies as a function of genre, proficiency, target structure, instruction type, and task demands; and (4) verbal working memory, phonological short-term memory, visual-spatial working memory, and executive functions (inhibiting, shifting, and updating) have differential associations with the process and product aspects of L2 writing. The methods and results are discussed by identifying trends, accounting for disparities, clarifying confusion, recommending solutions, and proposing new directions.

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Section: Differential Roles Of Working Memory In L1 and L2 Writingmentioning

confidence: 99%

Section: The Research Synthesismentioning

confidence: 99%

Section: Phonological Short-term Memory and Visual-spatial Working Me...mentioning

confidence: 99%

Section: The Research Synthesismentioning

confidence: 99%

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Working memory and second language writing: A systematic review

2023

Stud Second Lang Acquis

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“…Dans une tâche de dictée, les participants doivent écrire des stimuli oraux. Cependant en L2, l'utilisation des CPG lors de l'écriture mobilise des ressources cognitives importantes (Gunnarsson-Largy et al, 2019 ;Kormos, 2012). La tâche par elle-même (i.e., écrire en L2) induit une charge cognitive qui doit être limitée au maximum afin de mesurer la connaissance des CPG en L2 aussi indépendamment que possible des ressources cognitives de l'apprenant.…”

Section: Mesure De L'apprentissage Des Relations Phonème-graphèmeunclassified

L’apprentissage des correspondances phonème -graphème en français langue étrangère

Chapuis¹,

Berthelé²

2020

SHS Web Conf.

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Cette étude vise à mesurer l’acquisition des relations phono-graphémiques chez des apprenants de français langue étrangère (=FLE) en contexte scolaire et à identifier d’éventuelles interférences entre la langue des apprenants (allemand) et la langue en cours d’acquisition (français). En effet, la recherche a montré que l’activation des systèmes phonologiques relatifs aux langues de l’apprenant n’était pas spécifique. Cette co-activation peut produire des interférences pouvant limiter l’apprentissage des correspondances phono-graphémiques de la langue étrangère. 45 ado-lescents francophones et 45 germanophones ont participé à cette étude. Ils devaient identifier la forme graphémique d’un stimulus oral dans une tâche de dictée composée de 47 pseudo-mots susceptibles de générer des interfé-rences cross-linguistiques. Les résultats analysés par une étude descriptive et des modèles statistiques multiniveaux ont montré qu’après 330 heures de leçons de français les apprenants germanophones identifient correctement 50% des formes écrites, que leur probabilité de se tromper est toujours si-gnificativement supérieure à celle d’un francophone, que les voyelles nasa-les du français sont les phonèmes dont les CPG sont les plus difficiles à identifier pour des germanophones et les plus faciles pour des francopho-nes, et que les erreurs commises lors de l’écriture des voyelles nasales sont principalement des erreurs phonologiques. Ces résultats semblent indiquer qu’il existe des interférences fortes entre les deux langues des apprenants qui limitent l’acquisition implicite des correspondances phono-graphémiques. Les implications de ces résultats sont mises en perspective pour la didactique du FLE en milieu scolaire.

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The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Granget,

Gunnarsson,

Saddour

et al. 2024

Education Sciences

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In recent decades, a vast literature has documented crosslinguistic influences on the acquisition of L2 phonology and in particular the effects of spelling on pronunciation. However, articulating these research findings in terms of taking into account the effects of L1 phonology and spelling on L2 pronunciation in language teaching remains to be examined. These studies are based on experimental cross-sectional methods and mainly focus on L2 English learning by speakers of languages with an alphabetic system. In French, there are few studies on crosslinguistic influences on the acquisition of the nasal vowels (/ɑ~/, /ↄ~/ and /ε~/) and few experimental studies that point to a possible effect of orthography on the pronunciation of these phonemes. The results of experimental studies are difficult to transpose to the language classroom because they are based on word or sentence reading and writing activities, which are quite far-removed from the conversational activities practised in the classroom in interaction with peers and the teacher. Hence, we opted here for a case study of the effect of spelling on the production of nasal vowels in interaction tasks. We conducted a longitudinal study during the first year of extensive learning of French (4 hrs 30 per week). The results of a perceptive analysis by expert listeners show that (i) learners spell nasal vowels with an <n> or <m> in 98% of the obligatory contexts; (ii) most nasal vowels are perceived as nasal vowels in speech (72%), the others being perceived as vowels followed by a nasal consonant (19, 5%) or as oral vowels (8.5%); (iii) consonantisation is stronger when the learner spontaneously produces a word than when (s)he repeats it, (iv) which decreases with time (learning effect) and varies (v) according to the consonant, /ε~/ being less consonantised than /ↄ~/ and /ɑ~/. Finaly, we propose a didactic discussion in the light of intelligibility and influence of orthography.

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How do L2 learners and L1 writers differ in their reliance on working memory during the formulation subprocess?

Cited by 3 publications

References 48 publications

Working memory and second language writing: A systematic review

Working memory and second language writing: A systematic review

L’apprentissage des correspondances phonème -graphème en français langue étrangère

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

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