Exploring the Relationship Between Modified Output and Working Memory Capacity

被引：83
|
作者：
Mackey, Alison [1 ]
Adams, Rebecca [2 ]
Stafford, Catherine [3 ]
Winke, Paula [4 ]
机构：
[1] Georgetown Univ, Dept Linguist, Washington, DC 20057 USA
[2] Univ Auckland, Auckland 1, New Zealand
[3] Univ Wisconsin, Madison, WI 53706 USA
[4] Michigan State Univ, E Lansing, MI 48824 USA
来源：
LANGUAGE LEARNING | 2010年 / 60卷 / 03期
关键词：
second language acquisition (SLA); modified output; working memory capacity; interaction; task-based research; corrective feedback; SHORT-TERM-MEMORY; INDIVIDUAL-DIFFERENCES; CONVERSATIONAL INTERACTION; PHONOLOGICAL MEMORY; LANGUAGE; RECASTS; SPAN; ACQUISITION; NEGOTIATION; FEEDBACK;
D O I：
10.1111/j.1467-9922.2010.00565.x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction.
引用
收藏
页码：501 / 533
页数：33
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