6 Phonological and Executive Working Memory
Abstract
Working memory (WM) is our cognitive ability to simultaneously maintain and manipulate a limited amount of information in our brain to complete some mental tasks. This chapter explores its role in second language learning, processing and long-term proficiency development. Toward this goal, it will first provide an overview of major theoretical perspectives and models of WM in cognitive psychology and neuroscience that have been applied and implemented in current SLA/bilingualism research. These culminate in an integrated account of WM conception and assessment procedures in language and SLA research. In addition, the chapter also calls for a paradigm shift in future WM-SLA research from the current focus on examining WM components to exploring finer-grain WM and executive functions and subprocesses through more ecologically valid assessment procedures. Theoretical and pedagogical implications for L2 pedagogy and instructional design are also discussed.
Abstract
Working memory (WM) is our cognitive ability to simultaneously maintain and manipulate a limited amount of information in our brain to complete some mental tasks. This chapter explores its role in second language learning, processing and long-term proficiency development. Toward this goal, it will first provide an overview of major theoretical perspectives and models of WM in cognitive psychology and neuroscience that have been applied and implemented in current SLA/bilingualism research. These culminate in an integrated account of WM conception and assessment procedures in language and SLA research. In addition, the chapter also calls for a paradigm shift in future WM-SLA research from the current focus on examining WM components to exploring finer-grain WM and executive functions and subprocesses through more ecologically valid assessment procedures. Theoretical and pedagogical implications for L2 pedagogy and instructional design are also discussed.
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
