28.555, Review: Applied Ling; Lang Acquisition: Wen (2016)

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LINGUIST List: Vol-28-555. Mon Jan 30 2017. ISSN: 1069 - 4875.

Subject: 28.555, Review: Applied Ling; Lang Acquisition: Wen (2016)

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Date: Mon, 30 Jan 2017 13:18:07
From: Akiko Kashiwagi-Wood [kashiwag at oakland.eduu]
Subject: Working Memory and Second Language Learning

 
Discuss this message:
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Book announced at http://linguistlist.org/issues/27/27-2648.html

AUTHOR: Zhisheng (Edward)  Wen
TITLE: Working Memory and Second Language Learning
SUBTITLE: Towards an Integrated Approach
SERIES TITLE: Second Language Acquisition
PUBLISHER: Multilingual Matters
YEAR: 2016

REVIEWER: Akiko Kashiwagi-Wood, Oakland University

Reviews Editor: Helen Aristar-Dry

SUMMARY

Zhisheng (Edward) Wen’s book, entitled “Working memory and second language
learning: Towards an integrated approach”,  is divided into three parts
following an introductory chapter, which provides a scope of the book as well
as introducing the issues of working memory (WM) research within the field of
second language acquisition (SLA). Part I (Chapters 2 and 3) provides the
theoretical and methodological background of WM research. Part II (Chapters 4
and 5) focuses on summarizing the past first language (L1) and second language
(L2) WM research and points out their shortcomings and issues. Then, in Part
III (Chapters 6-10), Wen starts by re-conceptualizing and redefining WM for L2
research (Chapter 6), followed by a proposal of his integrated
Phonological/Executive model (Chapter 7). Chapter 8 explores how the new model
may illuminate L2 task performance research. Chapter 9 shifts its focus from
SLA, processing, and performance to the relationship between WM and L2
language aptitude. The concluding section, Chapter 10, summarizes the previous
chapters and presents ideas for future research. 

The book has brought together a number of influential WM studies that
contributed to the field of applied linguistics. Additionally, the book
introduces Wen’s ‘integrated perspective’ on WM and SLA, which is a new
conceptual WM framework with SLA specifically in mind. Thus, although it is
not specified, this book is suitable for expert scholars who want to find out
about Wen’s integrated Phonological/Executive model, as well as students of
both memory and language. In the following, I will give a brief summary of
each chapter.

Chapter 1 “Introduction and Overview” is dedicated to providing the research
scope, themes, and issues discussed in the book. Wen talks briefly about each
chapter and how they are related to WM. In the beginning of the chapter, he
lays out two motivations for writing the book. One of the motivations is to
“review and evaluate the extent to which the cognitive construct of WM plays a
central role in L2 acquisition as an aptitude component (p.2).” His second
motivation is “to elucidate the cognitive underpinning of L2 task planning and
speech performance by specifying the possible effects of the WM functions
independently or in combination with the task features or designs (p.4).” The
last section of Chapter 1 provides an outline of the book providing a brief
introduction of each chapter. Additionally, he states that the aim of the book
is to introduce a principled approach to WM in L2 research.

Chapter 2 “ Working Memory Theories and Models” provides the theoretical
background of WM and its development over the past several decades. He goes
back to William James (1890)’s concepts of ‘primary’ memory and ‘secondary’
memory connecting them to ‘short-term’ memory and ‘long-term’ memory. Wen,
then discusses perhaps the most influential model in the history of WM
research: Alan Baddeley and Graham Hitch (1974)’s multicomponent model of WM
and its development into current WM models. WM, in general, is considered to
be comprised of a phonological loop and a visuospatial sketchpad, which are
both regulated by a supervisory system, i.e. central executive and an episodic
buffer. There are a number of tables and figures throughout the book, but the
tables in this chapter provide commonalities and differences among the 10
current WM models focusing on whether it takes unitary vs. non-unitary
system(s), sources of causing limitations in WM, role of WM in cognitive
activities, basic mechanism and representations, control and regulation of WM,
relationship between WM and attention, links to LTM, and biological
implementation. Despite diverse images presented from different models of what
WM is supposed to be, Wen summarizes 6 common themes drawn from the models: 1)
WM is not a structurally separate ‘box’ or ‘place’ in mind or brain, 2) the
maintenance function of WM serves complex cognition, 3) executive control is
integral to WM functions, 4) the limited capacity of WM reflects multiple
factors and may even be an emergent property of human cognition, 5) a
completely unitary, domain–general view of WM does not hold, 6) long-term
memory forms an integral part of the WM system. He states the limitations of
current WM models, and he concludes the chapter by pointing out the necessity
to form a more integrated approach to WM, which works for both L1 and L2.

Chapter 3 “ Working Memory Measures and Issues” introduces different measures
that are utilized in WM research. The simple memory span tasks, such as the
digit span task and letter/word span task, are suited for measuring
phonological short-term memory and thus in particular used for the acquisition
and development of vocabulary. The complex memory span tasks, such as the 
reading span task, the speaking span task, and the operation span task, are
suited for measuring the executive component of WM and thus, in particular
used in acquisition and development of reading and listening comprehension.
Wen, then brings us to the issues surrounding WM measures. Two issues
discussed in the chapter are: 1) the construct that underlies individual
differences in WM and 2) which individual differences in WM are
domain-specific or domain-general. He also mentions methodological issues
(reliability and validity).

Chapter 4 “Working Memory in First Language Research” introduces well
established L1 WM research in Europe and in the USA. The European L1 WM
research focuses on the role of phonological working memory in vocabulary
acquisition and grammar development. The USA L1 WM research focuses on
executive working memory in comprehension and production. The chapter further
considers linguistic theories and language processing models. Wen explains
O’Grady’s  (2012) model, which places the non-grammatical domain-general
processor in the human language faculty (‘processing amelioration/determinism’
(p.53)) as well as Jackendoff’s (2002) parallel architecture, which treats
phonology, syntax and semantics as independent generative components, but
linked by interface rules. Gibson’s  ‘Dependency Locality Theory’ is also
introduced as a theory, which specifies operationalizing and measuring of WM
by considering that the complexity of a sentence’s structural integration can
be taken by the locality and distance of the new referents and the number of
events that intervene between a head element and its dependent structure.

Chapter 5 “Working Memory in Second Language Research” has a 7-page table,
which compiles an impressive 80 studies that investigated the effects of WM on
different areas of SLA. The table has 5 columns: 1) Authors, 2) Participants
(age and proficiency), 3) Target WM components and WM measures, 4) Research
design and methodology and 5) Results and findings. The last section offers a 
critique of the current WM-L2 acquisition studies. Wen expresses the view that
current L2 WM research has many issues. One of the issues is the term ‘working
memory’ denoting different factors or components of the same construct among
studies. Another issue is methodological considerations. He asserts that some
studies adopt inappropriate measures for the research intent. The third issue
that Wen raises is that research objectives and research design of some
studies have ignored possible effects of WM such as L2 proficiency and
planning time in task completion. He ends the chapter with a strong sense of
the need to “develop a more principled approach to conceptualizing and
operationalizing the WM construct in SLA so that future research can be based
on a more solid theoretical foundation (p.76).”

Chapter 6 “An Integrated Framework of Working Memory and SLA Research” is the
first chapter of Part III. The chapter attempts to re-conceptualize and
redefine WM in SLA research. Wen postulated that the construct of WM consists
of multiple components, with the emphasis on phonological WM and executive WM
due to their relevance to SLA, and that components are associated with
multiple mechanisms/functions for complex L2 cognitive tasks.

Chapter 7 “Working Memory in L2 Acquisition and Processing: The P/E Model”
presents Wen’s integrated WM theory for SLA. In this theory, phonological
working memory is a “(ST-) WM sub-component that subsumes the phonological
short-term store and the articulatory rehearsal mechanism, and is postulated
to be closely linked to the efficiency of acquiring novel (but not familiar)
phonological forms and to play an instrumental role in the retention and
consolidation of serial-order information (p.108).” The P/E model posits that
executive working memory is “mediating the attention-regulating mechanisms and
is drawn upon during cognitively demanding L2 sub-skills learning and
processing (p.108).” In the chapter, Wen proposes two P/E model figures: One
for Low and (post-) intermediate L2 learners and one for advanced/native like
L2 learners/L1 learners. Wen also proposes 4 principles that serve as
guidelines for practical SLA research.

Chapter 8 “Working Memory and Tasks in L2 Speech Performance” attempts to
apply the P/E model to L2 speech performance research. Wen first reviews
backgrounds for L2 task-based speech planning research in SLA. Giving L2
learners the opportunity to plan for the task generally provides positive
effect on fluency and complexity in L2 speech, but not in accuracy. He asserts
that executive WM should be linked more to the fluency measures and accuracy
measures due to their required skills such as monitoring and self-repairing. 

Chapter 9 “Working Memory and Language Aptitude in L2 Development” is
dedicated to Wen’s argument that WM should be included as a central component
of L2 aptitude. He states that L2 aptitude research has “lagged far behind
that of other individual difference factors (p.135),” and theory and
methodology have not developed much. Wen first reviews the major L2 aptitude
models and then stated that incorporating WM into L2 aptitude will benefit L2
aptitude research.  The major L2 aptitude models reviewed in the chapter were
Carroll’s four-factor aptitude model (Carroll, 1962, 1981, 1990, 1993) and
Skehan’s nine L2 cognitive processes (Skehan, 2016) as well as Robinson’s four
aptitude complexes (Robinson, 2005, 2007, 2013) that are postulated to affect
L2 acquisition.  He then explains how the WM perspective complies with
different criteria of L2 aptitude. He concludes the chapter by suggesting
future research on ‘WM as L2 aptitude (p.140)’.

Chapter 10 “Conclusions and Implications for Future Research” summarizes the
previous chapters and suggests a few SLA research topics with WM. In this
short chapter, Wen first recaps the importance of an integrated perspective on
WM and re-conceptualizes WM. He then mentions a few research topics related to
WM in the field of SLA, such as developing more L2 oriented WM measurement, WM
and production research, WM and L2 instruction and classroom practice.

EVALUATIONS

Overall, the book provides an excellent overview for WM research in SLA. The
book defines core terminologies used in the WM research in SLA and the table
of 80 previous WM studies in SLA is impressive (Chapter 5) and provides
well-rounded background references in research. Wen also provides a thorough
analysis of different components of the WM in different aspects of L2. Since
there has not been a comprehensive book which has focused on WM and SLA, this
book is perfect for undergraduate and graduate students in the field of SLA.

One of the goals of this book is to ‘propose’ a new integrated model of WM for
L2. The P/E model may be promising; it seems to capture unique stages of L2
development by proposing separate versions of the P/E model: one for
beginner/intermediate L2 learners and one for children and adults with
advanced/native-like L2 proficiency based on the findings of previous studies.
It was rather disappointing, however, to find that no empirical research is
provided to support or examine the model. Chapter 8 attempts to apply the
model in L2 speech performance, but it stopped at the point of just providing
the possibility of applicability of the P/E model in L2 speech performance
research. On top of that, Chapter 9, which focused on L2 aptitude, seems quite
a shift from the previous chapters, which focused on SLA and the P/E model.
Obviously, WM could be one factor of language aptitude in L2 development.
However, I had difficulty connecting the P/E model, introduced in Chapter 7,
which is then applied in Chapter 8, with Chapter 9.

Because most of the previous studies of WM in SLA are conducted to investigate
the effect on vocabulary acquisition and sentence comprehension of different
L2 proficiency levels (Chapters 4 and 5), it would have been valuable to
reevaluate the previous studies from the perspective of the P/E model and
examined its applicability. Additionally, it would have been informative if
Wen had discussed the P/E model with different proficiency level learners
since different versions are proposed for different proficiency levels. In
sum, the book could have been much stronger, if the P/E model was used to
reevaluate previous studies and was supported by empirical evidence.

To conclude, this book is highly recommended to scholars and students in the
field of second language acquisition and cognitive psychology.

REFERENCES

Baddeley, Alan David & Hitch, Graham. 1974. Working memory. In G.H. Bower
(ed.), The psychology of learning and motivation: Advances in research and
theory, vol. 8, 47–89. New York: Academic Press.

Carroll, John Bissell. 1962. The prediction of success in intensive foreign
language training. Pittsburgh, PA: Training Research and Education, University
of Pittsburgh Press.

Carroll, John Bissell. 1981. Twenty‐five years of research on foreign language
aptitude. In K. C. Diller (ed.), Individual differences and universals in
language learning aptitude, 83–118. Rowley, MA: New-bury House.

Carroll, John Bissell. 1990. Cognitive abilities in foreign language aptitude:
Then and now. In Thomas Parry & Charles Stansfield (eds.), Language Aptitude
Reconsidered, 11–29. Englewood Cliffs, NJ: Prentice Hall Regents.

Carroll, John Bissell. 1993. Human cognitive abilities: A survey of
factor‐analytic studies. Cambridge: Cambridge University Press.

James, Williams. 1890. The Principles of Psychology. New York: Henry Holt.

Jackendoff, Ray. 2002. Foundations of Language: Brain, Meaning, Grammar,
Evolution. Oxford: Oxford University Press.

O’Grady, William. 2012. Three factors in the design and acquisition of
language. Wiley Interdisciplinary Reviews: Cognitive Science, 3. 493-499.

Robinson, Peter. 2005. Aptitude and second language acquisition. Annual Review
of Applied Linguistics, 25. 46-73.

Robinson, Peter. 2007. Aptitudes, abilities, contexts, and practice. In Robert
Dekeyser (ed.), Practice in a Second Language: Perspectives from Applied
Linguistics and Cognitive Psychology, 256-286. Cambridge: Cambridge University
Press.

Robinson, Peter. 2013. Aptitude in second language acquisition. In Carol
Chapelle (ed.), The Encyclopedia of Applied Linguistics, 129-133. Oxford:
Wiley-Blackwell.

Skehan, Peter. 2016. Foreign language aptitude, acquisitional sequences, and
psycholinguistic processes. In Gisela Granena, Daniel Jackson and Yucel Yilmaz
(eds.), Cognitive Individual Differences in L2 Processing and Acquisition.
Amsterdam: John Benjamins. (forthcoming)


ABOUT THE REVIEWER

Akiko Kashiwagi-Wood received PhD from the East Asian Languages and
Literatures from The Ohio State University. Her research interests include the
examination of the possibilities and limitations related to individual
differences, including working memory, in online processing of adult learners,
particularly by L2 Japanese learners. Additionally she is interested in
examining the developmental stages of Japanese as foreign language acquisition
as well as pedagogy. She is currently employed as Assistant Professor of
Japanese at Oakland University in Rochester, Michigan, USA.





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