Relationship between attentional processing of input and working memory: an eye-tracking study

Research output: Contribution to conferencePaperpeer-review

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Relationship between attentional processing of input and working memory : an eye-tracking study. / Indrarathne, Bimali ; Kormos, Judit.

2016. Paper presented at 12th BAAL Language Learning and Teaching SIG , Lancaster, United Kingdom.

Research output: Contribution to conferencePaperpeer-review

Harvard

Indrarathne, B & Kormos, J 2016, 'Relationship between attentional processing of input and working memory: an eye-tracking study', Paper presented at 12th BAAL Language Learning and Teaching SIG , Lancaster, United Kingdom, 30/06/16 - 1/07/16.

APA

Indrarathne, B., & Kormos, J. (2016). Relationship between attentional processing of input and working memory: an eye-tracking study. Paper presented at 12th BAAL Language Learning and Teaching SIG , Lancaster, United Kingdom.

Vancouver

Indrarathne B, Kormos J. Relationship between attentional processing of input and working memory: an eye-tracking study. 2016. Paper presented at 12th BAAL Language Learning and Teaching SIG , Lancaster, United Kingdom.

Author

Indrarathne, Bimali ; Kormos, Judit. / Relationship between attentional processing of input and working memory : an eye-tracking study. Paper presented at 12th BAAL Language Learning and Teaching SIG , Lancaster, United Kingdom.

Bibtex - Download

@conference{05a04c8c47f5465389e415f0c5d35e76,
title = "Relationship between attentional processing of input and working memory: an eye-tracking study",
abstract = "Working memory (WM) facilitates the regulation of attentional resources and the processing of input in learning an L2. The study reported in this presentation investigated how attention paid to a target syntactic construction (causative {\textquoteleft}had{\textquoteright}) in written L2 input is related to the functioning of WM including both the phonological loop and the central executive (CE) and how WM moderates the change of knowledge of the target grammatical construction in different input conditions. Four WM tests were used to measure both the capacity of the phonological loop and the functions of the CE in a sample of 100 Sri Lankan learners of English who were exposed explicit and implicit learning conditions. Their eye movements were tracked as they read the input. A sentence reconstruction and a grammaticality judgment task were administered to assess gains in knowledge of the target construction. Correlational and multiple regression analyses indicated a very strong relationship between WM abilities and the gain scores in both tasks. The results revealed that WM was predictive of gains in implicit knowledge in all input conditions; however, WM had a somewhat smaller effect on the improvement of explicit knowledge in the implicit learning conditions. The amount of attention paid to input was very closely associated with the WM capacity of the participants. We argue that L2 learners with a higher WM capacity pay more attention to input and are, therefore at an advantage when learning a novel grammatical construction both in explicit and implicit learning conditions. ",
author = "Bimali Indrarathne and Judit Kormos",
year = "2016",
month = jun,
language = "English",
note = "12th BAAL Language Learning and Teaching SIG : Crossing Boundaries: Language Learning and Teaching Inside and Outside the Classroom, BAAL LLT SIG ; Conference date: 30-06-2016 Through 01-07-2016",

}

RIS (suitable for import to EndNote) - Download

TY - CONF

T1 - Relationship between attentional processing of input and working memory

T2 - 12th BAAL Language Learning and Teaching SIG

AU - Indrarathne, Bimali

AU - Kormos, Judit

N1 - Conference code: 12

PY - 2016/6

Y1 - 2016/6

N2 - Working memory (WM) facilitates the regulation of attentional resources and the processing of input in learning an L2. The study reported in this presentation investigated how attention paid to a target syntactic construction (causative ‘had’) in written L2 input is related to the functioning of WM including both the phonological loop and the central executive (CE) and how WM moderates the change of knowledge of the target grammatical construction in different input conditions. Four WM tests were used to measure both the capacity of the phonological loop and the functions of the CE in a sample of 100 Sri Lankan learners of English who were exposed explicit and implicit learning conditions. Their eye movements were tracked as they read the input. A sentence reconstruction and a grammaticality judgment task were administered to assess gains in knowledge of the target construction. Correlational and multiple regression analyses indicated a very strong relationship between WM abilities and the gain scores in both tasks. The results revealed that WM was predictive of gains in implicit knowledge in all input conditions; however, WM had a somewhat smaller effect on the improvement of explicit knowledge in the implicit learning conditions. The amount of attention paid to input was very closely associated with the WM capacity of the participants. We argue that L2 learners with a higher WM capacity pay more attention to input and are, therefore at an advantage when learning a novel grammatical construction both in explicit and implicit learning conditions.

AB - Working memory (WM) facilitates the regulation of attentional resources and the processing of input in learning an L2. The study reported in this presentation investigated how attention paid to a target syntactic construction (causative ‘had’) in written L2 input is related to the functioning of WM including both the phonological loop and the central executive (CE) and how WM moderates the change of knowledge of the target grammatical construction in different input conditions. Four WM tests were used to measure both the capacity of the phonological loop and the functions of the CE in a sample of 100 Sri Lankan learners of English who were exposed explicit and implicit learning conditions. Their eye movements were tracked as they read the input. A sentence reconstruction and a grammaticality judgment task were administered to assess gains in knowledge of the target construction. Correlational and multiple regression analyses indicated a very strong relationship between WM abilities and the gain scores in both tasks. The results revealed that WM was predictive of gains in implicit knowledge in all input conditions; however, WM had a somewhat smaller effect on the improvement of explicit knowledge in the implicit learning conditions. The amount of attention paid to input was very closely associated with the WM capacity of the participants. We argue that L2 learners with a higher WM capacity pay more attention to input and are, therefore at an advantage when learning a novel grammatical construction both in explicit and implicit learning conditions.

M3 - Paper

Y2 - 30 June 2016 through 1 July 2016

ER -