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Working memory in L2 research and practice - theoretical and methodological considerations
Author(s)
Date Issued
2020
Publisher
Global English Teachers Association
Conference
Citation
Wen, Z. (2020). Working memory in L2 research and practice - theoretical and methodological considerations. In GETA (Ed.). GETA 2020 Proceedings. GETA 2020 Conference, South Korea (pp. 18-40). Global English Teachers Association.
Type
Conference Paper
Abstract
Working memory (WM) refers to our cognitive capacity to temporarily and simultaneously store and process a limited amount of information in our mind to complete some ongoing mental tasks. Inspired by previous research in cognitive psychology and psycholinguistics, the past three decades have also witnessed an increasing body of empirical studies exploring the role WM plays in second language acquisition (SLA) and processing. Empirical evidence accumulating from both individual studies and systematic meta-analyses is pointing to significant albeit moderate effects of WM on L2 acquisitional domains, sub-skills processing, and developmental stages. The current talk sets out to synthesize these emerging results and findings lending support to the portrayal of the ‘WM-SLA nexus’ (Wen, 2016), as well as scrutinizing prevalent WM measures and assessment procedures implemented in current SLA research. Overall, it is argued that WM plays an integral role in both native and second language learning and processing, and that future research needs to expand on Baddeley’s structural view of WM to incorporate the complementary ‘functional’ views. Towards the end, I call for collaborative work between cognitive psychologists and applied linguists to conceptualize and measure WM as a complex, dynamic, and adaptive cognitive system that modulates and shapes aspects of L2 acquisition, processing, and long-term development.
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