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

页码：501 / 533

页数：33

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