Explicit information, working memory, and cognitive control in processing instruction

Abstract

This exploratory study examines the how individual differences in working memory and cognitive control relate to processing instruction (PI) targeting word order and accusative clitic pronouns in L2 Italian. Intermediate learners of Italian (N = 32) completed 50 structured input items, in which they heard a sentence beginning with either a preverbal accusative clitic pronoun or a subject/agent and matched what they heard with one of two pictures. Half of the participants received explicit information about the target structure prior to the treatment; the other half did not. In addition, all participants completed a test of working memory (operation span task) and a test of inhibitory control (AX-CPT). The results revealed different relationships between cognitive measures (working memory, cognitive control) and structured input task performance depending on whether learners received explicit information prior to the treatment. The findings suggest that individual differences in these resources may have more to do with how learners utilize them in different ways and at different times depending on the availability of explicit information. However, PI is still an effective treatment for learners of varying degrees of working memory and cognitive control regardless of the presence explicit information.