Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2024-07-24 DOI:10.14746/ssllt.36123

M. Teng

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引用次数: 0

Abstract

Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners’ vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM – complex WM and phonological short-term memory – may influence two instructional approaches (i.e., input and output tasks) on picking up new words. 93 young learners studying English as a foreign language (EFL) participated in input and output tasks and four vocabulary assessments. These assessments functioned as a pretest, immediate posttest, and delayed posttest. The participants also took two WM tests: an operation span test for complex WM and a word repetition test for phonological short-term memory. The results demonstrated that: (1) both input and output tasks significantly influenced the learning and retention of new words, (2) complex WM did not substantially predict task effects on the learning and retention of new words, and (3) phonological WM had a notable impact on learning and retaining new words under the input and output task conditions. The findings emphasize the role of WM for EFL young learners’ vocabulary learning through tasks.

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低年级初学者通过输入和输出任务学习词汇：工作记忆的作用

工作记忆（WM）对词汇学习至关重要。然而，从工作记忆的角度来研究初学者在不同任务条件下的词汇发展情况的研究还很有限。本研究探讨了两种类型的WM--复杂WM和语音短时记忆--如何影响两种教学方法（即输入和输出任务）对拾取新单词的影响。93 名学习英语作为外语（EFL）的青少年参加了输入和输出任务以及四项词汇评估。这些评估包括前测、即时后测和延迟后测。受试者还参加了两项 WM 测试：针对复杂 WM 的运算跨度测试和针对语音短时记忆的单词重复测试。结果表明(1)输入和输出任务对新词的学习和保持都有显著影响；(2)复杂记忆容量对新词的学习和保持的任务效应没有实质性的预测；(3)在输入和输出任务条件下，语音记忆容量对新词的学习和保持有显著影响。研究结果强调了WM对EFL年轻学习者通过任务学习词汇的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.

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