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    Rights statement: https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/role-of-working-memory-in-processing-l2-input-insights-from-eyetracking/65888DA6E0C65933160BA90DBAE7AA3C The final, definitive version of this article has been published in the Journal, Bilingualism: Language and Cognition, 21 (2), pp 355-374 2018, © 2017 Cambridge University Press.

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The role of working memory in processing L2 input: insights from eye-tracking

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>03/2018
<mark>Journal</mark>Bilingualism: Language and Cognition
Issue number2
Volume21
Number of pages20
Pages (from-to)355-374
Publication statusPublished
Early online date15/05/17
Original languageEnglish

Abstract

Our study investigated how attention paid to a target syntactic construction causative had is related the storage capacity and attention regulation function of working memory (WM) and how these WM abilities moderate the change of knowledge of the target construction in different input conditions. 80 Sri Lankan learners of English were exposed to examples of the target construction in explicit and implicit learning conditions and their eye movements were tracked as they read the input. Correlational and multiple regression analyses indicated a very strong relationship between WM abilities and gains in the knowledge of the target construction. WM scores were closely associated with gains in receptive knowledge in all input conditions, but they had a weaker link to the improvement of productive knowledge in the implicit learning conditions. The amount of attention paid to input was also strongly related to WM abilities.


Bibliographic note

https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/role-of-working-memory-in-processing-l2-input-insights-from-eyetracking/65888DA6E0C65933160BA90DBAE7AA3C The final, definitive version of this article has been published in the Journal, Bilingualism: Language and Cognition, 21 (2), pp 355-374 2018, © 2017 Cambridge University Press.