L2 PROFICIENCY AND WORKING MEMORY AS PREDICTED BY LEARNERS’ IMPLICIT AND EXPLICIT KNOWLEDGE

Nour Saed, Anas Awwad

Abstract


This paper investigated the extent to which L2 learners’ implicit and explicit knowledge could be associated with their working memory. The study attempted to find out whether L2 learners’ working memory can be predicted by their L2 implicit and explicit knowledge. The participants’ implicit knowledge was assessed through an elicited imitation task, while their explicit knowledge was gauged by an Oxford Placement Test. The participants’ working memory capacity was measured by applying a backward-digit span test. The participants in this study were 150 EFL university students from Jordan. The findings confirmed a statistically significant positive correlation between L2 implicit and explicit knowledge on the one hand and working memory on the other hand. Besides, the findings indicated that both L2 implicit and explicit knowledge had the power to predict the learners’ working memory, signifying an interaction between L2 learners’ proficiency and working memory. Furthermore, the captured positive correlation between the scores of the Oxford Placement Test as a measure of L2 proficiency and the elicited imitation task indorsed elicited imitation as a steadfast predictor of L2 implicit knowledge.

 

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Keywords


Language Proficiency (LP), L2 Implicit Knowledge, L2 Explicit Knowledge, Elicited Imitation (EI), Working Memory Capacity (WMC)

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References


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DOI: http://dx.doi.org/10.46827/ejlll.v8i3.566

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