Abstract
This study considers how second language (L2) learners’ working memory capacities and their abilities to inhibit interfering information relate to their success at learning from conversational interaction. Participants were given a reading span task in English and a Stroop test in English, their first language, and in Italian (L2), and participated in an interactive picture description task in Italian in which they were provided feedback on grammatical gender and number. In addition, the learners completed pretests and posttests. Learners were divided into two groups based on how much they learned from an interactive task. Working memory and inhibition scores were examined for each group. The results showed that the major contributing factor to learning gains was L2 Stroop test scores.
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