Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?

The role of executive functioning in second language (L2) aptitude remains unclear. Whereas some studies report a relationship between working memory (WM) and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual di...

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Main Authors: Jared A. Linck, Daniel J. Weiss
Format: Article
Language:English
Published: SAGE Publishing 2015-10-01
Series:SAGE Open
Online Access:https://doi.org/10.1177/2158244015607352
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spelling doaj-2902cacd3038494c857f95f92db7aa9e2020-11-25T03:38:40ZengSAGE PublishingSAGE Open2158-24402015-10-01510.1177/215824401560735210.1177_2158244015607352Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?Jared A. Linck0Daniel J. Weiss1University of Maryland, College Park, USAThe Pennsylvania State University, University Park, USAThe role of executive functioning in second language (L2) aptitude remains unclear. Whereas some studies report a relationship between working memory (WM) and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual differences in inhibitory control are related to online L2 processing. The current longitudinal study examines whether these two components of executive functioning predict learning gains in an L2 classroom context using a pretest/posttest design. We assessed 25 university students in language courses, who completed measures of WM and inhibitory control. They also completed a proficiency measure at the beginning and end of a semester and reported their grade point average (GPA). WM was positively related to L2 proficiency and learning, but inhibitory control was not. These results support the notion that WM is an important component of L2 aptitude, particularly for predicting the early stages of L2 classroom learning.https://doi.org/10.1177/2158244015607352
collection DOAJ
language English
format Article
sources DOAJ
author Jared A. Linck
Daniel J. Weiss
spellingShingle Jared A. Linck
Daniel J. Weiss
Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
SAGE Open
author_facet Jared A. Linck
Daniel J. Weiss
author_sort Jared A. Linck
title Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
title_short Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
title_full Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
title_fullStr Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
title_full_unstemmed Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
title_sort can working memory and inhibitory control predict second language learning in the classroom?
publisher SAGE Publishing
series SAGE Open
issn 2158-2440
publishDate 2015-10-01
description The role of executive functioning in second language (L2) aptitude remains unclear. Whereas some studies report a relationship between working memory (WM) and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual differences in inhibitory control are related to online L2 processing. The current longitudinal study examines whether these two components of executive functioning predict learning gains in an L2 classroom context using a pretest/posttest design. We assessed 25 university students in language courses, who completed measures of WM and inhibitory control. They also completed a proficiency measure at the beginning and end of a semester and reported their grade point average (GPA). WM was positively related to L2 proficiency and learning, but inhibitory control was not. These results support the notion that WM is an important component of L2 aptitude, particularly for predicting the early stages of L2 classroom learning.
url https://doi.org/10.1177/2158244015607352
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