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Cited by 249

The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.

Aspects of working memory in L2 learning

Juffs, Alan, Harrington, Michael·2011·Language Teaching
DOI 10.1017/s0261444810000509
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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.

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Crossref · 10.1017/s0261444810000509

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11 of 11 references verified0 citation errors · 0 not checkable

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  • PWM has been shown to be implicated in vocabulary acquisition.

    “because PWM has been shown to be implicated in vocabulary acquisition (Juffs & Harrington, 2011).”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Juffs & Harrington, 2011

  • Both the phonological and the executive aspects of working memory tend to exercise consistent and distinctive influences on various aspects of L2 acquisition and processing.

    “numerous empirical studies in cognitive psychology and SLA have demonstrated that both the phonological and the executive aspects of working memory tend to exercise consistent and distinctive influences on various aspects of L2 acquisition and processing”

    From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Juffs & Harrington 2011

  • WM should be considered a component of aptitude because it is predictive of L2 attainment.

    “The argument that WM should be considered a component of aptitude because it is predictive of L2 attainment goes back to the 1990s (McLaughlin, 1995;Miyake & Friedman, 1998) and has since gained considerable support (Juffs & Harrington, 2011;Linck et al., 2014;Wen et al., 2017).”

    From The role of individual learner differences in explicit language instruction (2024) · cites this paper as Juffs & Harrington, 2011

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Metadata

Authors
Juffs, A., & Harrington, M.
Venue
Language Teaching
Publisher
Cambridge University Press (CUP)
Published
2011-02-22
Volume
44
Issue
2
Pages
137-166
ISSN
  • 0261-4448
  • 1475-3049
DOI
10.1017/s0261444810000509
Cited by
249
References
11
Language
en
Licence
www.cambridge.org/core/terms (unspecified)

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