Working memory as a factor mediating explicit and implicit knowledge of English grammar

Mirosław Pawlak,Adriana Biedroń

doi:10.1017/s0267190521000052

Abstract

AbstractThis paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed that PSTM was related to implicit productive knowledge while WMC was linked to explicit productive knowledge. However, regression analysis showed that those relationships were weak and mediated by overall mastery of target language grammar, operationalized as final grades in a grammar course.

Highlights

It has long been argued that individual differences (IDs) play an important role in shaping the process of learning a second or foreign language (L2)
Many studies have investigated the link between phonological short-term memory (PSTM) and working-memory capacity (WMC) and the production and comprehension of grammar (e.g., Martin & Ellis, 2012), just a handful have addressed their differential effects on explicit and implicit knowledge (Li et al, 2019; Tagarelli, et al, 2015), let alone production and comprehension drawing on these two types of representation
Following the recommendations of working memory (WM) researchers (e.g., Li et al, 2019; Wen & Li, 2019), this study examines the predictive role of PSTM and WMC with respect to the productive and receptive dimensions of the explicit and implicit knowledge of the passive in L2 English

Summary

Introduction

It has long been argued that individual differences (IDs) play an important role in shaping the process of learning a second or foreign language (L2). The effectiveness of instructional techniques and the ultimate mastery of the target language (TL) proficiency may be moderated by these IDs (Ellis, 2008; Pawlak, 2020) One such ID factor is working memory (WM), or a system that makes it possible to temporarily store and process small amounts of incoming information in the performance of cognitive tasks (Baddeley, 2015). Following the recommendations of WM researchers (e.g., Li et al, 2019; Wen & Li, 2019), this study examines the predictive role of PSTM and WMC with respect to the productive and receptive dimensions of the explicit and implicit knowledge of the passive in L2 English. RQ2: How do PSTM, WMC, and overall mastery of grammar contribute to different types of knowledge of the English passive voice?

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Conclusion