Working Memory and English Language Learning: Implications for Classroom-Based Research

Abstract

This chapter builds on recent experimental findings to highlight the role of working memory in second language (L2) learning. It surveys the most commonly employed measures of working memory capacity, synthesises trend-setting empirical evidence that links individual components of working memory to specific learning processes, and uses concrete examples of task features to highlight the impact that working memory can have on second language performance. The approach here is to introduce the key concepts and connect them to the main research findings relevant to English language learners. Well-established components of working memory are defined together with explanations of their specific function, illustrations from openly accessible working memory span tasks for second language research, and, crucially, all combined with direct applicability in language classroom settings. This chapter centres on two working memory components, phonological and executive, shows how they influence specific L2 performance (namely new vocabulary learning and grammatical inferencing), and suggests how working memory tests can be effectively integrated into the teaching process. An important message is to show how one component, phonological working memory, is tied more closely to the acquisition of words and semantic features, while a different component, executive working memory, supports attention regulation and self-monitoring during learning. This approach serves here as an encouragement to do classroom-based research on working memory and L2 development, with sensitivity to learners’ individual differences.