1887
  1. Home
  2. e-Journals
  3. Journal of Second Language Studies
  4. Volume 2, Issue 2
  5. Article
Volume 2, Issue 2
  • ISSN 2542-3835
  • E-ISSN: 2542-3843
USD
Buy:$35.00 + Taxes

Abstract

Abstract

While there is copious evidence concerning the effectiveness of different instructional options in teaching grammar (e.g., Nassaji, 2017Pawlak, 2017), less is known about the extent to which the contribution of pedagogical intervention is mediated by individual factors. The same can be said about the product of instructed but also uninstructed second language acquisition, that is the knowledge of target language grammar. The paper attempts to shed light on one such variable, that is working memory, which has recently been an object of intensive empirical inquiry (e.g., Li, 2017Wen, Biedroń, & Skehan, 2016). It reports the results of a study that investigated the role of verbal working memory in the development of explicit and implicit knowledge of the English passive voice. Participants were 156 Polish university students enrolled in a three-year BA program in English. The data on verbal working memory were collected by means of the (PLSPAN), developed by Zychowicz, Biedroń and Pawlak (2017). Explicit knowledge was tapped by means of an untimed grammatically judgment test, which focused on reception, and a traditional grammar test, which targeted production. Implicit knowledge was tapped through a timed grammaticality judgment test for reception and a focused communication task (Ellis, 2003) for production. Correlational analysis demonstrated that verbal working memory was a weak predictor of explicit productive and receptive knowledge but not implicit knowledge.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/jsls.19007.paw
2019-10-08
2024-10-14

  • From This Site

    /content/journals/10.1075/jsls.19007.paw
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Baddeley, A. D.
    (2000) The episodic buffer: A new component of working memory?Trends in Cognitive Sciences, 4, 417–123. 10.1016/S1364‑6613(00)01538‑2
     https://doi.org/10.1016/S1364-6613(00)01538-2 [Google Scholar]
  2. (2003) Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208. 10.1016/S0021‑9924(03)00019‑4
     https://doi.org/10.1016/S0021-9924(03)00019-4 [Google Scholar]
  3. (2012) Working memory: Theories, models and controversies. Annual Review of Psychology, 63, 1–30. 10.1146/annurev‑psych‑120710‑100422
     https://doi.org/10.1146/annurev-psych-120710-100422 [Google Scholar]
  4. (2015) Working memory in second language learning. InZ. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp.17–28). Bristol: Multilingual Matters. 10.21832/9781783093595‑005
     https://doi.org/10.21832/9781783093595-005 [Google Scholar]
  5. Baddeley, A. D., & Hitch, G. J.
    (1974) Working memory. InG. Bower (Ed.), The psychology of learning and motivation (Vol.8, pp.47–90). New York, NY: Academic Press.
     [Google Scholar]
  6. Baddeley, A. D., Gathercole, S., & Papagno, C.
    (1998) The phonological loop as a language acquisition device. Psychological Review, 105, 158–173. 10.1037/0033‑295X.105.1.158
     https://doi.org/10.1037/0033-295X.105.1.158 [Google Scholar]
  7. Biedroń, A., & Pawlak, M.
    (2016) The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality. Studies in Second Language Learning and Teaching, 6(3), 395–422. doi: 10.14746/ssllt.2016.6.3.3
     https://doi.org/10.14746/ssllt.2016.6.3.3 [Google Scholar]
  8. Biedroń, A., & Szczepaniak, A.
    (2012) Working-memory and short-term memory abilities in accomplished multilinguals. Modern Language Journal, 96, 290–306. 10.1111/j.1540‑4781.2012.01332.x
     https://doi.org/10.1111/j.1540-4781.2012.01332.x [Google Scholar]
  9. Bielak, J., & Pawlak, M.
    (2013) Applying Cognitive Grammar in the foreign language classroom: Teaching English tense and aspect. Heidelberg: Springer. 10.1007/978‑3‑642‑27455‑8
     https://doi.org/10.1007/978-3-642-27455-8 [Google Scholar]
  10. Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N.
    (2008) Variation in working memory. An introduction. InA. R. A. Conway, Ch. Jarrold, M. J. Kane, A. Miyake, & J. N. Towse (Eds.), Variation in working memory (pp.3–17). Oxford: Oxford University Press. 10.1093/acprof:oso/9780195168648.003.0001
     https://doi.org/10.1093/acprof:oso/9780195168648.003.0001 [Google Scholar]
  11. Council of Europe
    Council of Europe (2001) Common European framework for languages: Learning, teaching, assessment. Strasbourg: Council of Europe.
     [Google Scholar]
  12. Cowan, N.
    (2005) Working memory capacity. New York, NY: Psychology Press. 10.4324/9780203342398
     https://doi.org/10.4324/9780203342398 [Google Scholar]
  13. (2014) Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197–223. 10.1007/s10648‑013‑9246‑y
     https://doi.org/10.1007/s10648-013-9246-y [Google Scholar]
  14. DeKeyser, R.
    (2009) Cognitive-psychological processes in second language learning. InM. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp.117–138). Oxford: Wiley-Blackwell. 10.1002/9781444315783.ch8
     https://doi.org/10.1002/9781444315783.ch8 [Google Scholar]
  15. (2015) Skill-acquisition theory. InB. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp.94–122). London: Routledge.
     [Google Scholar]
  16. (2017) Knowledge and skill in SLA. InS. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp.15–32). New York, NY: Routledge. 10.4324/9781315676968‑2
     https://doi.org/10.4324/9781315676968-2 [Google Scholar]
  17. DeKeyser, R. M., & Juffs, A.
    (2005) Cognitive considerations in L2 learning. InE. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.437–454). Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  18. DeKeyser, R. M., & Koeth, J.
    (2011) Cognitive aptitudes for second language learning. InE. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.395–407). New York, NY: Routledge.
     [Google Scholar]
  19. Dörnyei, Z., & Ryan, S.
    (2015) The psychology of the language learner revisited. New York, NY: Routledge. 10.4324/9781315779553
     https://doi.org/10.4324/9781315779553 [Google Scholar]
  20. Doughty, C. J.
    (2013) Optimizing post-critical-period language learning. InG. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp.153–175). Amsterdam: John Benjamins. 10.1075/lllt.35.06dou
     https://doi.org/10.1075/lllt.35.06dou [Google Scholar]
  21. Doughty, C. J., Campbell, S. G., Mislevy, M. A., Bunting, M. F., Bowles, A. R., & Koeth, J. T.
    (2010) Predicting near-native ability: The factor structure and reliability of Hi-LAB. InM. T. Prior, Y. Watanabe, & S-K. Lee (Eds.), Selected proceedings of the 2008 Second Language Research Forum (pp.10–31). Somerville, MA: Cascadilla Proceedings Project. Retrieved from www.lingref.com, document #2382.
     [Google Scholar]
  22. Ellis, N. C.
    (2012) Formulaic language and second language acquisition: Zipf and the phrasal Teddy Bear. Annual Review of Applied Linguistics, 32, 17–44. 10.1017/S0267190512000025
     https://doi.org/10.1017/S0267190512000025 [Google Scholar]
  23. Ellis, R.
    (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
     [Google Scholar]
  24. (2004) The definition and measurement of explicit knowledge. Language Learning, 54, 227–275. 10.1111/j.1467‑9922.2004.00255.x
     https://doi.org/10.1111/j.1467-9922.2004.00255.x [Google Scholar]
  25. (2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. 10.1017/S0272263105050096
     https://doi.org/10.1017/S0272263105050096 [Google Scholar]
  26. (2006) Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27, 431–463. 10.1093/applin/aml022
     https://doi.org/10.1093/applin/aml022 [Google Scholar]
  27. (2009) Implicit and explicit learning, knowledge and instruction. InR. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp.3–25). Bristol: Multilingual Matters. 10.21832/9781847691767‑003
     https://doi.org/10.21832/9781847691767-003 [Google Scholar]
  28. (2010) Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335–349. 10.1017/S0272263109990544
     https://doi.org/10.1017/S0272263109990544 [Google Scholar]
  29. Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H.
    (Eds.) 2009 Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
     [Google Scholar]
  30. Engel de Abreu, P., & Gathercole, S. E.
    (2012) Executive and phonological processes in second language acquisition. Journal of Educational Psychology, 4, 974–986.
     [Google Scholar]
  31. Engle, R. W., Kane, M. J., & Tuholski, S. W.
    (1999) Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence and functions of the prefrontal cortex. InA. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp.102–134). Cambridge: Cambridge University Press. 10.1017/CBO9781139174909.007
     https://doi.org/10.1017/CBO9781139174909.007 [Google Scholar]
  32. Fortkamp, M. B. M.
    (1999) Working memory capacity and aspects of L2 speech production. Communication and Cognition, 32, 259–296.
     [Google Scholar]
  33. (2003) Working memory capacity and fluency, accuracy, complexity and lexical density in L2 speech production. Fragmentos, 24, 69–104.
     [Google Scholar]
  34. Goo, J.
    (2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474. 10.1017/S0272263112000149
     https://doi.org/10.1017/S0272263112000149 [Google Scholar]
  35. Gutiérrez, X.
    (2013) The construct validity of grammaticality judgment tests as measures of implicit and explicit knowledge. Studies in Second Language Acquisition, 35, 423–449. 10.1017/S0272263113000041
     https://doi.org/10.1017/S0272263113000041 [Google Scholar]
  36. Harrington, M., & Sawyer, M.
    (1992) L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25–38. 10.1017/S0272263100010457
     https://doi.org/10.1017/S0272263100010457 [Google Scholar]
  37. Juffs, A., & Harrington, M.
    (2011) Aspects of working memory in L2 learning. Language Teaching, 44, 137–166. 10.1017/S0261444810000509
     https://doi.org/10.1017/S0261444810000509 [Google Scholar]
  38. Kormos, J., & Sáfár, A.
    (2008) Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261–271. 10.1017/S1366728908003416
     https://doi.org/10.1017/S1366728908003416 [Google Scholar]
  39. Larsen-Freeman, D.
    (2003) Learning grammar: From grammar to grammaring. Boston, MA: Henle & Heinle.
     [Google Scholar]
  40. Leeser, M.
    (2007) Learner-based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57, 229–270. 10.1111/j.1467‑9922.2007.00408.x
     https://doi.org/10.1111/j.1467-9922.2007.00408.x [Google Scholar]
  41. Li, S.
    (2013) The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. InC. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp.32–52). Boston, MA: Cengage Learning.
     [Google Scholar]
  42. (2017) Cognitive differences in SLA. InS. Loewen, & Sato, M. (Eds.), The Routledge handbook of second language acquisition (pp.396–417). New York, NY: Routledge. 10.4324/9781315676968‑22
     https://doi.org/10.4324/9781315676968-22 [Google Scholar]
  43. Li, S., Ellis, R., & Zhu, Y.
    (2019) The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 40(3), 693–722. 10.1017/S0142716418000796
     https://doi.org/10.1017/S0142716418000796 [Google Scholar]
  44. Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F.
    (2014) Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21(4), 861–883. 10.3758/s13423‑013‑0565‑2
     https://doi.org/10.3758/s13423-013-0565-2 [Google Scholar]
  45. Mackey, A., Philip, J., Egi, T., Fujii, A., & Tatsumi, T.
    (2002) Individual differences in working memory, noticing interactional feedback and L2 development. InP. Robinson (Ed.), Individual differences and instructed language learning (pp.181–209). Amsterdam: John Benjamins. 10.1075/lllt.2.12mac
     https://doi.org/10.1075/lllt.2.12mac [Google Scholar]
  46. Martin, K. I., & Ellis, N. C.
    (2012) The roles of phonological STM and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34(3), 379–413. 10.1017/S0272263112000125
     https://doi.org/10.1017/S0272263112000125 [Google Scholar]
  47. Miyake, A., & Friedman, N. P.
    (1998) Individual differences in second language proficiency: Working memory as language aptitude. InA. Healy & L. Bourne (Eds.), Foreign language learning (pp.339–364). Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  48. Nassaji, H.
    (2017) Grammar acquisition. InS. Loewen, & Sato, M. (Eds.), The Routledge handbook of second language acquisition (pp.205–223). New York, NY: Routledge. 10.4324/9781315676968‑12
     https://doi.org/10.4324/9781315676968-12 [Google Scholar]
  49. O’Brien, I., Segalowitz, N., Collentine, J., & Freed, B.
    (2006) Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics, 27, 377–402. 10.1017/S0142716406060322
     https://doi.org/10.1017/S0142716406060322 [Google Scholar]
  50. Papagno, C., & Vallar, G.
    (1995) Verbal short-term memory and vocabulary learning in polyglots. Quarterly Journal of Experimental Psychology, 38A, 98–107. 10.1080/14640749508401378
     https://doi.org/10.1080/14640749508401378 [Google Scholar]
  51. Paradis, M.
    (2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. 10.1075/sibil.40
     https://doi.org/10.1075/sibil.40 [Google Scholar]
  52. Pawlak, M.
    (2014) Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg: Springer. 10.1007/978‑3‑642‑38436‑3
     https://doi.org/10.1007/978-3-642-38436-3 [Google Scholar]
  53. (2017) Individual difference variables as mediating influences on success or failure in form-focused instruction. InE. Piechurska-Kuciel, E. Szymańska-Czaplak, & M. Szyszka (Eds.), At the crossroads: Challenges of foreign language learning (pp.75–92). Heidelberg: Springer Nature. 10.1007/978‑3‑319‑55155‑5_5
     https://doi.org/10.1007/978-3-319-55155-5_5 [Google Scholar]
  54. (2019) Tapping the distinction between explicit and implicit knowledge: Methodological issues. InB. Lewandowska-Tomaszczyk (Ed.), Contacts & contrasts in educational contexts and translation (pp.45–60). Heidelberg: Springer Nature. 10.1007/978‑3‑030‑04978‑2_3
     https://doi.org/10.1007/978-3-030-04978-2_3 [Google Scholar]
  55. Pienemann, M., & Lenzing, A.
    (2015) Processability theory. InB. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp.159–179). London: Routledge.
     [Google Scholar]
  56. Révész, A.
    (2012) Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning, 62, 93–132. 10.1111/j.1467‑9922.2011.00690.x
     https://doi.org/10.1111/j.1467-9922.2011.00690.x [Google Scholar]
  57. Robinson, P.
    (2003) Attention and memory during SLA. InC. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp.631–679). Oxford: Blackwell. 10.1002/9780470756492.ch19
     https://doi.org/10.1002/9780470756492.ch19 [Google Scholar]
  58. Sawyer, M., & Ranta, L.
    (2001) Aptitude, individual differences, and instructional design. InP. Robinson (Ed.), Cognition and second language instruction (pp.319–354). Cambridge: Cambridge University Press. 10.1017/CBO9781139524780.013
     https://doi.org/10.1017/CBO9781139524780.013 [Google Scholar]
  59. Skehan, P.
    (2012) Language aptitude. InS. Gass & A. Mackey (Eds.), Routledge handbook of second language acquisition (pp.381–395). New York, NY: Routledge.
     [Google Scholar]
  60. Suzuki, Y., & DeKeyser, R. M.
    (2015) Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65, 860–895. 10.1111/lang.12138
     https://doi.org/10.1111/lang.12138 [Google Scholar]
  61. Suzuki, Y., & DeKeyser, R.
    (2017a) Exploratory research on second language practice distribution: An aptitude × treatment interaction. Applied Psycholinguistics, 38(1), 27–56. doi:  10.1017/S0142716416000084
     https://doi.org/10.1017/S0142716416000084 [Google Scholar]
  62. Suzuki, Y., & DeKeyser, R. M.
    (2017b) The interface of explicit and implicit knowledge in asecond language: Insights from individual differences in cognitive aptitudes. Language Learning, 67, 747–790. 10.1111/lang.12241
     https://doi.org/10.1111/lang.12241 [Google Scholar]
  63. Tagarelli, K. M., Borges Mota, M., & Rebuschat, P.
    (2015) Working memory, learning conditions, and the acquisition of L2 syntax. InZ. Wen, M. Borges Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing: theory, research and commentary (pp.224–247). Bristol: Multilingual Matters. 10.21832/9781783093595‑017
     https://doi.org/10.21832/9781783093595-017 [Google Scholar]
  64. Ullman, M. T.
    (2015) The declarative/procedural model. InB. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp.135–158). London: Routledge.
     [Google Scholar]
  65. Vafaee, P., Suzuki, Y., & Kachinske, I.
    (2017) Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59–95. 10.1017/S0272263115000455
     https://doi.org/10.1017/S0272263115000455 [Google Scholar]
  66. Wen, E. Z.
    (2015) Working memory in second language acquisition and processing: The Phonological/Executive model. InE. Z. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp.41–62). Bristol: Multilingual Matters. 10.21832/9781783093595‑007
     https://doi.org/10.21832/9781783093595-007 [Google Scholar]
  67. (2016) Working memory and second language learning: Towards an integrated approach. Bristol: Multilingual Matters. 10.21832/9781783095735
     https://doi.org/10.21832/9781783095735 [Google Scholar]
  68. Wen, E. Z., & Skehan, P.
    (2011) A new perspective on foreign language aptitude: Building and supporting a case for “working memory as language aptitude.” Ilha Do Desterro: A Journal of English Language, Literatures and Cultural Studies, 60, 15–44.
     [Google Scholar]
  69. Wen, E. Z., Biedroń, A., & Skehan, P.
    (2016) Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 1–31. 10.1017/S0261444816000276
     https://doi.org/10.1017/S0261444816000276 [Google Scholar]
  70. Wen, E. Z., Mota, M. B., & McNeill, A.
    (Eds.) (2015) Working memory in second language acquisition and processing. Bristol: Multilingual Matters. 10.21832/9781783093595
     https://doi.org/10.21832/9781783093595 [Google Scholar]
  71. Williams, J. N.
    (2012) Working memory and SLA. InS. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp.427–441). Oxford: Routledge.
     [Google Scholar]
  72. Wright, C.
    (2015) Working memory and L2 development across the lifespan: A commentary. InE. Z. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp.224–247). Bristol: Multilingual Matters. 10.21832/9781783093595‑020
     https://doi.org/10.21832/9781783093595-020 [Google Scholar]
  73. Zhang, R.
    (2015) Measuring university-level L2 learners’ implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 37, 457–486. 10.1017/S0272263114000370
     https://doi.org/10.1017/S0272263114000370 [Google Scholar]
  74. Zychowicz, K., Biedroń, A., & Pawlak, M.
    (2017) Polish Listening Span: A new tool for measuring verbal working memory. Studies in Second Language Learning and Teaching, 7, 601–618. 10.14746/ssllt.2017.7.4.3
     https://doi.org/10.14746/ssllt.2017.7.4.3 [Google Scholar]
/content/journals/10.1075/jsls.19007.paw
Loading
Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice
Journal of Second Language Studies 2, 258 (2019); https://doi.org/10.1075/jsls.19007.paw
/content/journals/10.1075/jsls.19007.paw
/content/journals/10.1075/jsls.19007.paw
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): automatized knowledge; central executive; passive voice; production vs. comprehension; working memory

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error