جستجوی مقالات مرتبط با کلیدواژه "ظرفیت حافظه فعال" در نشریات گروه "ادبیات و زبان ها"

Working memory as a cognitive system is considered as one of the sources of individual differences in second language learning by many researchers. In order to examine the relationship between the capacity of two components of working memory (as one of the sources of individual differences in learning) and learning English vocabulary and grammar (as basic components in learning a second language), and also to explore the effect of instructional method as an effective variable along with working memory capacity, a convenience sampling method research was conducted. Subjects of this study were 74 female language learners selected from children between 9-12years old. These learners were at the beginner level in terms of English language proficiency. In order to determine the phonological loop capacity, non-word repetition test and digit recall test were used and, counting recall test and backward digit recall test were employed to determine central executive capacity. Based on the scores of these tests, language learners were divided into two homogeneous groups. The first group received inductive instruction and the second group underwent deductive instruction. Linear regression and two sample independent t-test were used for data analysis. The results indicated that both the phonological loop capacity and the central executive capacity had a significant effect on English vocabulary and grammar learning. Moreover, deductive teaching method significantly leads to better results in terms of grammar learning compared to the inductive teaching method.

Working memory capacity (WMC) is shown to be correlated with explicit learning conditions, but not implicit (Reber, Walkenfeld, & Hernstadt, 1991). However, recent study shows that the relationship is more complicated (Tagarelli, Borges-Mota, &Rebuschat, 2015) and some other factors such as linguistic complexity can mediate the relationship between WMC and learning condition. This study investigated the relationship between WMC and acquisition of two English linguistic structures with varying degree of complexity, namely past simple tense and relative clauses under explicit and implicit learning conditions. Fifty-nine intermediate Persian learners of English took part in this study receiving either explicit or implicit instruction on two grammatical structures defined as easy (simple past tense) and difficult (relatives) at classroom setting. Their ability to use these structures was measured at three times; once before treatment and twice after it through a timed grammaticality judgment task and an elicited oral imitation task. Complex listening span task was used to measure their working memory capacity. The results of the two-way repeated ANOVA revealed that explicit and implicit instruction were significantly effective in development of easy and difficult structures. The results of correlation for working memory capacity and learning condition revealed that there is no significant relationship between WMC and learning under implicit condition. This result hold true for both simple and difficult linguistic structures. However, under explicit condition, differential results were found for different linguistic structures. Whereas no relationship was found for simple linguistic structures, the relationship between WMC and learning difficult linguistic structures under explicit condition was found to be significant.