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Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs
International Journal of Bilingualism ( IF 1.721 ) Pub Date : 2020-08-08 , DOI: 10.1177/1367006920948136
Michelle J White 1
Affiliation  

Aim of the study:

The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures.

Methodology:

The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery.

Data analysis and results:

Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year.

Implications and originality:

Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.



中文翻译:

语音工作记忆和非语言复杂工作记忆可预测年轻ELL未来的英语结果

研究目的:

这项纵向研究的目的是双重的:首先,确定一年中年轻英语学习者(ELL)的工作记忆量度与语言表现之间的关系是否保持不变。第二个目的是确定工作记忆任务的表现是否可以预测语言测度的未来表现。

方法:

参加者是27位年龄在5至6岁之间的ELL,他们在接受正规教育的第一年就读于南非同一所中低社会经济地位学校。全年对参与者进行3次测试,包括工作记忆和英语评估电池。

数据分析和结果:

混合效应模型和多元线性回归用于解决研究目的。该研究的第一个目标表明,一年中所有工作记忆量度和所有语言量度之间在不同强度下都存在显着相关性。第二项研究的目的是进一步详细说明这一点,它表明语音工作记忆和非语言复杂工作记忆都与全年不同时间点的语法,语义和语用习得有关。

含义和独创性:

ELL中的语言习得不是一个独立的过程,工作记忆指标可能能够预测未来的语言结果。这可能表明,在ELL的英语水平有限且英语水平有限的时候,工作记忆量度可以用作指示谁可能需要语言干预的指标。这项研究是来自非洲的同类研究中的第一项,其样本来自低社会经济,文化和语言多样的情况,这些情况首次使他们始终接触英语,并接受了具有较弱语言成分的工作记忆任务的测试。

更新日期:2020-08-08
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