Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The crucial role of working memory in second language
acquisition
Madina IRGASHEVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
Second language acquisition (SLA) is a complex process
influenced by various cognitive factors, among which working
memory (WM) plays a pivotal role. This review synthesizes
existing research to elucidate the significance of WM in SLA. We
delve into the theoretical frameworks, empirical studies, and
methodologies employed to explore the relationship between
WM and SLA. Moreover, we discuss the implications of these
findings for language instruction and pedagogy, emphasizing
the importance of incorporating WM-based strategies to
enhance language learning outcomes.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp114-119
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
second language acquisition,
working memory,
cognitive factors,
language instruction,
pedagogy.
Ikkinchi tilni o
‘
rganishda ishlab chiqarish xotirasining
ahamiyati
ANNOTATSIYA
Kalit so‘zlar
:
ikkinchi tilni o
‘
zlashtirish,
operativ xotira,
kognitiv omillar,
tilni o
‘
rgatish,
pedagogika.
Ikkinchi tilni o‘zlashtirish (SLA) turli kognitiv omillar
ta’sirida murakkab jarayon bo‘lib, ular orasida ishchi xotira
(WM) muhim rol o‘ynaydi. Ushbu
maqola SLAda WMning
ahamiyatini aniqlash uchun mavjud tadqiqotlarni sintez qiladi.
WM va SLA o‘rtasidagi munosabatlarni o‘rganish uchun
qo‘llaniladigan nazariy asoslar, empirik tadqiqotlar va
metodologiyalarni o‘rganamiz. Bundan tashqari, ushbu
topilmalarning tilni o‘qitish va pedagogikaga ta’sirini
muhokama qilinib, til o‘rganish natijalarini yaxshilash uchun
WM-ga asoslangan strategiyalarni kiritish muhimligini
ta’kidlanadi.
1
Teacher, Applied Sciences N1 Department, English Language N1 Faculty, Uzbekistan State World Languages
University.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
115
Решающая роль рабочей памяти в овладении вторым
языком
АННОТАЦИЯ
Ключевые слова:
овладение вторым
языком,
рабочая память,
когнитивные факторы,
обучение языку,
педагогика.
Овладение вторым языком (SLA) –
это сложный процесс,
на который влияют различные когнитивные факторы,
среди которых ключевую роль играет рабочая память
(WM).
Этот
обзор
синтезирует
существующие
исследования, чтобы прояснить значение WM в SLA. Мы
углубляемся в теоретические основы, эмпирические
исследования и методологии, используемые для изучения
взаимосвязи между WM и SLA. Более того, мы обсуждаем
последствия этих результатов для преподавания языка и
педагогики, подчеркивая важность внедрения стратегий на
основе WM для улучшения результатов изучения языка.
INTRODUCTION
Second language acquisition (SLA) has been a topic of extensive research, with
scholars endeavoring to unravel the cognitive mechanisms underlying the acquisition
process. Among the myriad cognitive factors implicated in SLA, working memory (WM)
has emerged as a key determinant of language learning success. This article provides a
comprehensive overview of the role of WM in SLA, elucidating its theoretical foundations,
empirical evidence, and practical implications for language instruction.
METHODOLOGY
This review adopts a systematic approach to synthesizing existing literature on the
role of working memory (WM) in second language acquisition (SLA). The methodology
encompasses the following steps: literature search (a comprehensive search of electronic
databases such as PubMed, PsycINFO, ERIC, and Google Scholar was conducted to
identify relevant studies published in peer
-
reviewed journals. Search terms included
combinations of keywords such as "working memory," "second language acquisition,"
"language learning," "cognitive factors," and "pedagogy"), inclusion criteria (studies were
included based on their relevance to the topic and their empirical investigation of the
relationship between WM and SLA. Both quantitative and qualitative research articles, as
well as theoretical frameworks and meta
-
analyses, were considered for inclusion), data
extraction (data from selected studies were extracted and organized according to key
themes, including theoretical frameworks, empirical findings, methodological
approaches, and practical implications. Relevant information such as sample
characteristics, research designs, WM measures, language proficiency assessments, and
intervention strategies was collated for analysis), synthesis of findings (the extracted
data were synthesized to provide a comprehensive overview of the role of WM in SLA.
Themes and patterns emerging from the literature were identified, and key findings were
summarized to elucidate the theoretical foundations, empirical evidence, and practical
implications of WM in language learning), critical analysis (the synthesized findings were
critically analyzed to evaluate the strength of evidence supporting the relationship
between WM and SLA. Limitations of existing research, potential confounding variables,
and alternative explanations were considered to provide a balanced interpretation of the
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
116
literature), implications for practice (based on the synthesized evidence, practical
implications for language instruction and pedagogy were delineated. Strategies for
integrating WM
-
based interventions into language teaching approaches were proposed,
with emphasis on optimizing learning environments and enhancing learners' cognitive
processing capacities).
RESULTS
The synthesis of literature on the role of working memory (WM) in second language
acquisition (SLA) reveals several key findings and patterns:
1.
Theoretical frameworks, primarily based on Baddeley's model of working
memory, posit that WM plays a central role in language processing by facilitating the
temporary storage and manipulation of linguistic information. The central executive,
phonological loop, and visuospatial sketchpad components of WM are implicated in
various aspects of SLA, including phonological processing, vocabulary acquisition,
grammatical comprehension, and discourse organization.
2.
Empirical Evidence: Empirical studies employing diverse methodologies
consistently demonstrate a positive correlation between WM capacity and language
learning proficiency. Longitudinal studies reveal that individuals with higher WM
capacity tend to exhibit accelerated rates of language acquisition and greater proficiency
levels over time. Neuroimaging studies provide neurobiological evidence supporting the
involvement of WM networks in language processing tasks, further substantiating the
theoretical linkage between WM and SLA.
3.
Methodological approaches used to investigate the relationship between WM and
SLA include experimental tasks, behavioral measures, neuroimaging techniques, and
longitudinal assessments. Tasks assessing phonological memory, attentional control, and
executive functions are commonly employed to capture the cognitive processes
underlying language learning. Longitudinal studies tracking learners' progress over time
offer insights into the developmental trajectory of WM and its impact on SLA outcomes.
4.
The recognition of WM's significance in SLA has important implications for
language instruction and pedagogy. Educators can integrate WM
-
based strategies into
language teaching approaches to optimize learning environments and enhance learners'
cognitive processing capacities. Activities promoting rehearsal, chunking, and attentional
control can strengthen learners' WM skills and facilitate the acquisition of linguistic
structures. Adaptive instructional approaches tailored to individual learners' WM
profiles can address cognitive constraints and promote more efficient language learning.
Overall, the synthesis of findings underscores the critical role of WM in shaping
language learning trajectories and highlights the potential of WM-based interventions to
optimize SLA outcomes. By integrating theoretical insights with empirical evidence and
practical implications, this review provides a comprehensive understanding of the interplay
between WM and SLA, with implications for both research and pedagogical practice.
DISCUSSION
A working memory perspective shifts the scientific schema within which language
and language behavior have been studied to focus on the dynamics of language
processing, in addition to its structural aspects [2, 1107].
If working memory can indeed be validated as an independent variable that can
account for language comprehension and language acquisition, the obvious question is
how working memory fits into a theory of second language acquisition. As suggested by
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
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Foreign Linguistics and Linguodidactics
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117
the eloquent statement made by Carpenter, Miyake and Just above, one area in which to
look for such a compatible theory of SLA is in the area of processing. Indeed, there
appears to be a growing consensus in the field of SLA [5] that working memory is highly
compatible with information processing models of L2 learning such as those proposed by
Pienemann and Johnston [12], VanPatten, McLaughlin [9], Rossman [10], and McLoed,
and Hulstijn W. and Hulstijn J [6]. Some of these theories have more recently been
incorporated into the recent work by Skehan (1998) on a cognitive approach to language
learning.
Cadierno and VanPatten [15] portray the role of processing from input to output in
the following schematic model.
I II III
input
--------
> intake
----------
> developing system
----------
> output
Figure 1. Model of second language acquisition [15]
The theoretical framework linking WM to SLA draws upon Baddeley's model of
working memory, which comprises the central executive, phonological loop, and
visuospatial sketchpad. According to this model, the central executive serves as the
supervisory system that coordinates cognitive processes, including language processing.
The phonological loop, responsible for the temporary storage of auditory information, is
crucial for retaining phonological forms during language learning. Similarly, the
visuospatial sketchpad facilitates the manipulation and retention of visual and spatial
information, which are pertinent to certain aspects of language comprehension and
production.
Baddeley's model of working memory, proposed by British psychologist Alan
Baddeley in 1974, is a widely accepted theoretical framework that provides a
conceptualization of the cognitive system responsible for temporary storage and
manipulation of information during complex cognitive tasks, such as language
processing. The model consists of several components, each with specific functions:
Central Executive: The central executive is considered the control center of working
memory, responsible for coordinating cognitive processes and allocating attentional
resources. It regulates the flow of information between different components of working
memory and integrates information from long
-
term memory. The central executive is
theorized to be involved in tasks such as planning, decision
-
making, problem
-
solving, and
cognitive control.
Phonological Loop: The phonological loop is responsible for the temporary storage
and rehearsal of auditory and verbal information. It consists of two subcomponents:
Phonological Store: This component holds auditory information in a phonological or
auditory
-
based form for a brief duration. It is involved in the storage of spoken language
sounds.
Articulatory Control Process: This component is responsible for the rehearsal and
maintenance of verbal information through subvocal articulation or inner speech. It aids
in the refreshing of information stored in the phonological store, thereby preventing its
decay.
Visuospatial Sketchpad: The visuospatial sketchpad is responsible for the temporary
storage and manipulation of visual and spatial information. It allows individuals to
mentally visualize and manipulate images, objects, and spatial relationships. This
component is involved in tasks such as mental rotation, navigation, and spatial reasoning.
Xorijiy lingvistika va lingvodidaktika
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Episodic Buffer: In later revisions of the model, Baddeley proposed the addition of
the episodic buffer, which serves as a temporary storage system capable of integrating
information from various sources, including the phonological loop, visuospatial
sketchpad, and long
-
term memory. The episodic buffer provides a mechanism for binding
together different types of information into coherent episodic memories, facilitating the
construction of mental representations of past events.
Baddeley's model of working memory has been influential in shaping our
understanding of cognitive processes involved in various tasks, including language
comprehension, production, and learning. In the context of second language acquisition
(SLA), Baddeley's model provides a theoretical framework for examining how working
memory capacity influences language learning outcomes. Specifically, the phonological
loop component of working memory is particularly relevant to language processing
tasks, as it is involved in the temporary storage and manipulation of linguistic
information, such as sounds, words, and syntax.
Research in SLA has explored the role of working memory, particularly the
phonological loop, in tasks such as vocabulary acquisition, grammatical processing, and
language production. Studies have shown that individuals with higher working memory
capacity tend to demonstrate better performance in language learning tasks, such as
vocabulary retention, sentence comprehension, and oral fluency. Furthermore,
interventions targeting working memory processes, such as rehearsal strategies and
attentional control exercises, have been shown to enhance language learning outcomes in
both classroom and experimental settings.
Overall, Baddeley's model of working memory provides a valuable framework for
understanding the cognitive processes underlying second language acquisition and offers
insights into how working memory capacity influences language learning success. By
incorporating working memory
-
based strategies into language instruction and pedagogy,
educators can optimize learning environments and facilitate more efficient language
learning for learners of all ages and proficiency levels.
Empirical studies investigating the relationship between WM and SLA have yielded
compelling evidence supporting their interdependence. Research employing various
methodologies, including behavioral experiments, neuroimaging techniques, and
longitudinal studies, consistently demonstrates a positive correlation between WM
capacity and language learning proficiency. Moreover, experimental interventions
targeting WM processes have been shown to enhance language learning outcomes,
underscoring the causal role of WM in SLA.
The recognition of WM's significance in SLA has profound implications for language
instruction and pedagogy. Educators can leverage WM
-
based strategies to optimize
language learning environments and facilitate learners' cognitive processing.
Incorporating activities that promote WM development, such as rehearsal, chunking, and
attentional control, can enhance learners' capacity to encode, store, and retrieve
linguistic information. Moreover, adaptive instructional approaches tailored to individual
learners' WM profiles can optimize learning outcomes and mitigate cognitive overload.
Conclusion. In conclusion, working memory emerges as a critical factor in second
language acquisition, influencing learners' ability to comprehend, produce, and retain
linguistic structures. Theoretical models, empirical research, and pedagogical strategies
converge to underscore the pivotal role of WM in shaping language learning trajectories.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
119
By integrating WM
-
based interventions into language instruction, educators can
empower learners to overcome cognitive constraints and achieve proficiency in a second
language. Thus, a deeper understanding of WM's role in SLA holds promise for advancing
theories of language learning and optimizing educational practices in multilingual
contexts.
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