Abstract
This article explored the influence of working memory capacity on the frequency of self-repairs. The narrative task and listening span task were used. Twenty post-graduate students participated in this study. Overall, the results of this study illustrated that the working memory is a factor of self-repairs. Speakers who have higher working memory capacity produce lesser self-repairs. This finding provides teachers with a new insight into second language teaching; that is, teachers can improve the amount of lexical knowledge when teaching students who have lower working memory in order to help them produce more accurate language during the process of L2 speech production.
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