The acquisition of a syntactic structure in L2 speech: the role of working memory capacity

FINARDI, KYRIA; MOTA, MAILCE BORGES · 2012 · Crossref

DOI: 10.4067/s0718-48832012000100006

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Summary

This study investigates the relationship between working memory capacity and the acquisition of a specific syntactic structure in second language (L2) speech. Grounded in Information Processing Theory and Skehan’s dual-process theory, the research posits that L2 speaking is a complex skill requiring both automatic and controlled processes. Controlled processes, which operate within a rule-based cognitive system, demand attentional resources limited by working memory. The authors hypothesize that working memory capacity influences not only L2 speech production but also the retention and acquisition of syntactic rules, specifically examining the English agreement structures “So + auxiliary + I” and “Neither + auxiliary + I.” These structures were selected for their linguistic complexity, involving verb movement and parameter resetting for Brazilian Portuguese speakers, whose L1 does not require such syntactic computations. The methodology involved 46 adult learners of English as a foreign language who had no prior knowledge of the target structure. Working memory capacity was assessed using an L2-adapted speaking span test. The study distinguished between “retention,” operationalized as performance on an immediate, focused task requiring obligatory use of the target structure, and “acquisition,” operationalized as performance on a delayed, unfocused communicative task where participants could choose any structure to agree or disagree with prompts. Data were collected through individual testing and interviews, with scores rated strictly and leniently. Statistical analyses, including Pearson correlations and t-tests, were used to examine the relationships between working memory scores and performance on retention and acquisition tests. The results confirmed that the acquisition test was more cognitively demanding than the retention test, yielding lower accuracy scores. Significant positive correlations were found between working memory capacity and performance on both retention and acquisition tests. Notably, the correlation was stronger for acquisition, indicating that working memory plays a critical role in integrating form and meaning in communicative contexts. Furthermore, learners with higher working memory spans performed significantly better than those with lower spans on the acquisition test, particularly under strict scoring criteria. While high-span learners also showed better retention, the difference was statistically significant only under lenient scoring conditions. The findings suggest that working memory capacity is a significant predictor of L2 syntactic acquisition, particularly when learners must process form and meaning simultaneously. The study supports the view that the rule-based system, reliant on controlled processes and working memory, is essential for acquiring complex syntactic structures. The authors conclude that linguistic complexity and L1-L2 differences, such as parameter resetting, interact with cognitive constraints to influence acquisition. This research contributes to the field by extending the understanding of working memory’s role from L2 production to the acquisitional process itself, highlighting the importance of cognitive resources in mastering complex syntactic rules in L2 speech.

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• working memory