This study reports a comprehensive and in-depth synthesis of the theory and research on the role of working memory and language aptitude in mediating the process and product of second language (L2) interaction. The synthesis integrates meta-analysis and narrative review, using the former approach to aggregate the results and the latter to report themes and patterns that emerged from the studies. Altogether 24 studies were retrieved examining the relationships between the two cognitive variables and various aspects of L2 interaction. With regard to working memory, the results showed that (1) it had significant, albeit weak, associations with the effects of corrective feedback, (2) its associations with noticing the gap and producing modified output were variable and inconsistent, and (3) whereas phonological short-term memory may facilitate the development of oral ability, executive working memory may be essential for oral performance. Unlike working memory’s weak predictive power, language aptitude was found to be a strong predictor of the effects of corrective feedback. However, similar to the pattern for working memory, language aptitude was significantly more correlated with the effects of explicit feedback than those of implicit feedback. The overall weak effects of working memory were attributable to the salience of the instructional treatments and the methodological inconsistency of the primary studies such as the diverse measures of noticing. The finding that both working memory and language aptitude were more heavily implicated in explicit than implicit treatments points to the need to explore implicit language learning abilities.
(Studies with asterisks are included in this synthesis)
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(1959) Modern Language Aptitude Test. New York, NY: The Psychological Corporation/Harcourt Brace Jovanovich.
*Chen, X. (2013) Chinese EFL learners’ noticing of recasts: Its relation to target structures, uptake, and working memory capacity (Unpublished doctoral dissertation). Michigan State University, East Lansing.
*Dai, B. (2013) Individual differences in learners’ working memory, noticing of L2 forms in recasts, and their L2 development in task-based Interactions (Unpublished doctoral dissertation). Chinese University of Hong Kong.
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Gass, S. M.
(1997) Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
*Goo, J. (2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445–474.
Granena, G.
(2015) Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37, 577–600.
*Kim, Y., Payant, C., & Pearson, P. (2015) The intersection of task-based interaction, task complexity, and working memory. Studies in Second Language Acquisition, 37, 549–581.
*Lado, B. (2008) The role of bilingualism, type of feedback, and cognitive capacity in the acquisition of non-primary languages: A computer-based study (Unpublished doctoral dissertation). Georgetown University, Washington, DC.
*Lai, C., Fei, F., & Roots, R. (2008) The contingency of recasts and noticing. CALICO Journal, 26, 70–90.
*Li, S. (2010) Corrective feedback in perspective: The interface between feedback type, proficiency, the choice of target structure, and learners’ individual differences in working memory and language analytic ability (Unpublished doctoral dissertation). Michigan State University, East Lansing.
(2013b) The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97(3), 634–654.
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(2015) The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385–408.
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(2016) The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition, 38, 801–342
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(2017) Cognitive differences in instructed second language acquisition. In S. Loewen & M. Sato (Eds.) Handbook of instructed second language learning (pp. 396–417). NY: Routledge.
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*Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010) Exploring the relationship between modified output and working memory capacity. Language Learning, 60, 501–533.
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*Mackey, A., & Sachs, R. (2012) Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62, 704–740.
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*Sachs, R. (2010) Individual differences and the effectiveness of visual feedback on reflexive binding in Japanese (Unpublished doctoral dissertation). Georgetown University, Washington, DC.
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*Sheen, Y. (2007) The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 301–321). Oxford: Oxford University Press.
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*Trofimovich, P., Ammar, A., & Gatbonton, E. (2007) How effective are recasts? The role of attention, memory, and analytical ability. In A. Mackey (Ed.): Conversational interaction in second language acquisition (pp. 171–194). Oxford: Oxford University Press.
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(2015) Working memory in second language acquisition and processing: The phonological/executive model. In Z. Wen, B. Mailce, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 41–62). Bristol: Multilingual Matters.
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(2005) Individual differences in adult Chinese second language acquisition: The relationships between aptitude, memory, and strategies for language learning. (Unpublished doctoral dissertation). Georgetown University, Washington, DC.
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(2016) The relationship between aptitude and working memory: an instructed SLA context. Language Awareness, 25, 144–158.
*Yilmaz, Y. (2013) Relative effects of explicit and implicit feedback: The role of working memory and language analytic ability. Applied Linguistics, 34, 344–368.
Yilmaz, Y., & Granena, G.
(2016) The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19, 147–161.
*Zhao, Y. (2015) The effects of explicit and implicit recasts on the acquisition of two grammatical structures and the mediating role of working memory (Unpublished doctoral dissertation). University of Auckland, New Zealand.
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