L2 Working Memory Capacity and L2 Reading Skill

Harrington, Michael; Sawyer, Mark H.

doi:10.1017/s0272263100010457

Cited by 341 publications

(343 citation statements)

References 13 publications

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“…It assessed two working memory components, processing and storage (e.g., Chun & Payne, 2004;Daneman & Carpenter, 1980;Harrington & Sawyer, 1992;Lesser, 2007;Waters & Caplan, 1996). The participants had to view each math problem, calculate the simple addition or subtraction problem and say their answer aloud while their answer was recorded.…”

Section: Methodsmentioning

confidence: 99%

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

Shahnazari-Dorcheh¹,

Roshan²

2012

ELT

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Due to the lack of span test for the use in language-specific and cross-language studies, this study provides L1 and L2 researchers with a reliable language-independent span test (math span test) for the measurement of working memory capacity. It also describes the development, validation, and scoring method of this test. This test included 70 simple math problems, and was developed based on Salthouse and Babcock's (1991) and Robert and Gibson's (2002) math span tests. The shortcomings of the test were identified and removed over five pilot studies on 48 participants. The final test was used in an experimental study with a group of L1 Persian EFL learners. Results of an item analysis, as indicated by Cronbach's Alpha, indicated an internal reliability of .850 and .863 for the math span test processing and recall respectively. This suggests that the newly developed test is reliable enough and could be used to measure working memory capacity in L1 and L2 studies. This study also provides a clear procedure for the development and scoring of a math span test for the use in L1 and L2 studies.

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Section: Methodsmentioning

confidence: 99%

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

Shahnazari-Dorcheh¹,

Roshan²

2012

ELT

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“…The researcher then suggested that future studies should assess individuals' WMC in several moments during the course of L2 acquisition/learning so as to verify to what extent WM scores vary as a function of L2 proficiency. As advanced by several researchers (HARRINGTON, 1992;HARRINGTON and SAWYER, 1992;BERQUIST, 1998), L2 proficiency might be the key factor determining the low correlations between L1 and L2 working memory scores, suggesting that, whereas the former may refer to a biological endowment, the latter may be related to the amount of knowledge of the language one possesses. To scrutinize the relationship between WMC in L1 and in L2 and to examine the effects of L2 proficiency on WM scores variation are the main goals of the current study.…”

Section: Individual Differences In Working Memory Capacity and Speechmentioning

confidence: 97%

“…As claimed before, one possible explanation for this finding is the fact that as L2 proficiency level increases, knowledge of the language becomes more automatized requiring thus less attentional resources from working memory to be executed. According to infor mation processing models, ROSSMAN;McLEOD, 1983;HULSTIJN;HULSTIJN, 1984;BIALYSTOK, 1994;), L2 learning involves the development of a cognitive skill that requires practice and attentional resources to develop HEREDIA, 1996).…”

Section: Does Working Memory Capacity Vary According To Proficiency?mentioning

confidence: 99%

Efl speech production: exploring the relationship between working memory capacity and profciency level

Prebianca

2013

Signum: Estud. Ling.

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Abstract:The present study explores the relationship between working memory capacity (WMC) and proficiency level in EFL 1 speech production. Forty-one participants performed two WMC tests -the Speaking Span Test in L1 and in L2. The statistical analysis indicated both a variation on WMC scores in L2 as a function of proficiency as well as a difference between WMC scores in L1 and in L2. Findings are explained mainly in respect to the interplay between automatic and controlled processes on memory retrieval and on the development of L2 proficiency. Key-words: EFL speech production. Working memory capacity. Proficiency level.Resumo: O presente estudo explora a relação entre capacidade de memória de trabalho (CMT) e nível de proficiência na produção oral em língua estrangeira. Quarenta e um participantes desempenharam dois testes de CMT -o teste de amplitude oral em L1 e em L2. A análise estatística indicou uma variação nos índices de capacidade de memória de trabalho em ambas as línguas. Os resultados são explicados levando-se em conta a interação entre 216 SIGNUM: Estud. Ling., Londrina, n. 16/2, p. 215-245, dez. 2013 processos controlados e automáticos na recuperação de itens da memória e o desenvolvimento da proficiência em L2. Palavras-chave: Produção oral em língua estrangeira. Capacidade de memória de trabalho. Nível de proficiência.

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“…In a study by Harrington and Sawyer (1992), 32 native Japanese speakers learning English as an L2 were asked to complete an English and Japanese version of the reading span test, along with two subsections of the Test of English as a Foreign Language (TOEFL). Results showed that readers with higher L2 reading span scores had a better performance on the subsections of the TOEFL tested; the improved performance was associated with correlation coefficients of .57 (grammar section) and .54 (reading and vocabulary section).…”

Section: Working Memory and Llearningmentioning

confidence: 99%

Listening comprehension and individual differences in working memory capacity in beginning L2 learners

Fay

Buchweitz

2014

Letronica

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Abstract:The objective of present study was to investigate whether individual differences in working memory capacity of L2 learners predict listening comprehension performance in a proficiency exam. Participants included two groups of adult students (24 students in total) of English as an L2. In the first part of the experiment, the 24 adult students performed a Listening Mock test. In the second part of the experiment the 24 adult students performed a working memory span test. The hypothesis of the study was that individual differences in working memory capacity of L2 learners would predict listening comprehension performance in a proficiency test. The hypothesis was confirmed. Individual differences in working memory capacity predicted listening comprehension performance, showing that the larger the working memory storage capacity is, the higher the scores in listening comprehension tasks will be. Keywords: Individual differences; Listening comprehension; Working memory capacity; L2 low-proficiency learners.Resumo: O objetivo do presente estudo foi investigar se as diferenças individuais na capacidade de memória de trabalho de aprendizes de inglês como segunda língua (L2) poderiam prever o desempenho em tarefas de compreensão oral em um exame de proficiência. Dois grupos de aprendizes adultos de Inglês como L2 (24 alunos no total) participaram deste estudo. Na primeira parte do experimento os 24 participantes realizaram um teste simulado de listening (parte de um teste padronizado e internacional) para a obtenção de seus escores. Na segunda parte do experimento os 24 participantes realizaram um teste que mede a capacidade de memória de trabalho (BAMT). A hipótese do estudo era que as diferenças individuais na capacidade de memória de trabalho de aprendizes de inglês como L2 seriam preditoras de desempenho em tarefas de compreensão oral no exame de proficiência. A hipótese foi confirmada. As diferenças individuais na capacidade de memória de trabalho foram preditoras de desempenho nas tarefas de compreensão oral do exame, demonstrando que quanto maior a capacidade de armazenamento da memória de trabalho, maior será o escore dos aprendizes em tarefas de compreensão oral. Palavras-chave: Diferenças individuais; Compreensão oral; Capacidade de memória de trabalho; Aprendizes de inglês como L2 com baixa proficiência.

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L2 Working Memory Capacity and L2 Reading Skill

Cited by 341 publications

References 13 publications

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

Developing a Non-language Related Span Test for the Use in Language-specific and Cross-language Studies

Efl speech production: exploring the relationship between working memory capacity and profciency level

Listening comprehension and individual differences in working memory capacity in beginning L2 learners

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