Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory
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 –...
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| Format: | Article |
| Language: | English |
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Adam Mickiewicz University in Poznań
2024-07-01
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| Series: | Studies in Second Language Learning and Teaching |
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| Online Access: | https://pressto.amu.edu.pl/index.php/ssllt/article/view/36123 |
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| author | Mark Feng Teng |
| author_facet | Mark Feng Teng |
| author_sort | Mark Feng Teng |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-8d59a0eeb7b54361a6c0816fd86d7ec0 |
| institution | Kabale University |
| issn | 2083-5205 2084-1965 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | Adam Mickiewicz University in Poznań |
| record_format | Article |
| series | Studies in Second Language Learning and Teaching |
| spelling | doaj-art-8d59a0eeb7b54361a6c0816fd86d7ec02025-01-10T10:24:03ZengAdam Mickiewicz University in PoznańStudies in Second Language Learning and Teaching2083-52052084-19652024-07-0114473176710.14746/ssllt.3612365914Young beginning learners’ vocabulary learning via input and output tasks: The role of working memoryMark Feng Teng0https://orcid.org/0000-0002-5134-8504Macao Polytechnic UniversityWorking 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.https://pressto.amu.edu.pl/index.php/ssllt/article/view/36123input tasksoutput tasksvocabulary learningvocabulary retentionworking memory |
| spellingShingle | Mark Feng Teng Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory Studies in Second Language Learning and Teaching input tasks output tasks vocabulary learning vocabulary retention working memory |
| title | Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory |
| title_full | Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory |
| title_fullStr | Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory |
| title_full_unstemmed | Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory |
| title_short | Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory |
| title_sort | young beginning learners vocabulary learning via input and output tasks the role of working memory |
| topic | input tasks output tasks vocabulary learning vocabulary retention working memory |
| url | https://pressto.amu.edu.pl/index.php/ssllt/article/view/36123 |
| work_keys_str_mv | AT markfengteng youngbeginninglearnersvocabularylearningviainputandoutputtaskstheroleofworkingmemory |