The Relationships Between Phonological Working Memory, Executive Working Memory, and Second Language Proficiency

Abstract

This study examined the relationships between the phonological component of working memory (PWM), the executive component of WM (EWM), and second language (L2) proficiency. Although a great deal of research has been conducted on the relationship between PWM, EWM, and L2 proficiency, the results have been inconsistent. Wen (2016) argues that the extent to which PWM and EWM are involved in L2 learning differs according to L2 proficiency, and he proposed the phonological/executive hypothesis (P/E) for low and (post-) intermediate L2 learners. According to the P/E hypothesis, while PWM is more relevant for low proficiency L2 learners, EWM is more important for intermediate or post-intermediate L2 learners. In this article, the author measured PWM and EWM in the participants’ first language (L1) and L2 proficiency using the Test of English for International Communication (TOEIC) Bridge test and explored the relationships between PWM, EWM, and L2 proficiency. The results showed that the effects of PWM and EWM on L2 proficiency differed according to L2 proficiency levels and thus supported the P/E hypothesis for low and (post-) intermediate L2 learners.