Abstract
Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
Highlights
The goal of this article is to offer a state-of-the-art review of working memory (WM) and second language (L2) development that situates WM within complex dynamic systems theory (CDST)
Given the proliferation of studies orienting to L2 learning as a complex, dynamic system, and their potential to advance our understanding of IDs (e.g., Lowie & Verspoor, 2019; see Dörnyei, 2017, MacIntyre, MacKay, Ross, & Abel, 2017), the time is ripe to reassess how WM is treated in L2 research
Comprehension and production: One of the findings of the meta-analysis by Linck et al (2014), who reviewed data from 79 independent samples including over 3,700 participants, was that positive relations with WM held across outcomes targeting comprehension and production, as well as those incorporating both skills
Summary
The goal of this article is to offer a state-of-the-art review of working memory (WM) and second language (L2) development that situates WM within complex dynamic systems theory (CDST). Given the proliferation of studies orienting to L2 learning as a complex, dynamic system, and their potential to advance our understanding of IDs (e.g., Lowie & Verspoor, 2019; see Dörnyei, 2017, MacIntyre, MacKay, Ross, & Abel, 2017), the time is ripe to reassess how WM is treated in L2 research This conceptual review article will describe findings on WM and L2 learning, consider ways that such research may be compatible with CDST, specify reasons for considering WM as more than a static variable, and close by arguing that viewing WM as dynamic is more an opportunity than a challenge
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