The contribution of working memory capacity to foreign language comprehension in children

Abstract

The present study examined the contribution of working memory processes in children's foreign language processing of sentences and short stories. A total of 95 children were given measures of working memory when 9–10 years old. One to two years later at ages 11–12, tasks tapping foreign language literal comprehension (English) and native language inferential comprehension (Swedish) were administered. Regression and correlation analyses demonstrated that both central executive and phonological loop processes predicted foreign language comprehension, whereas central executive processes but not phonological loop processes predicted native language reading comprehension. These findings show that children's foreign language processing is supported by their working memory capacity tested in their native language. Some of these working memory resources appear to be unique for foreign language. The strong association between native language and foreign language processing suggests that an important factor in becoming proficient in foreign language is the child's general language aptitude. Possible mechanisms for the contribution of working memory to children's foreign language comprehension are discussed.

Keywords:

• Foreign language comprehension
• Native language reading comprehension
• Working Memory
• Central executive
• Phonological loop

Acknowledgements

This research was partially supported by a grant from the Bank of Sweden Tercentenary Foundation (J2002-0210: 2) and partially supported by a grant from the Swedish Council for Working Life and Social Research (2003-0158) awarded to Ulf Andersson.