Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development
Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development
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DOI：
10.1002/acp.3177
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发表时间：
2016-03-01
影响因子：
2.4
通讯作者：
Toyoshige, Tsuyoshi
中科院分区：
文献类型：
--
作者：
Hayashi, Yuko;Kobayashi, Taisei;Toyoshige, Tsuyoshi
本研究报告的干预研究，调查了5周的英语语言训练（ELT）和5周的工作记忆训练（WMT）的相对贡献，提高英语语言知识和工作记忆能力的大学英语作为外语学习者。参与者被分配到以下三个实验组之一和一个对照组：（i）仅ELT;（ii）仅WMT;（iii）WMT和ELT。结果表明，WMT+ELT组干预效果明显，阅读广度测试和所有语言和视觉空间短时记忆和工作记忆测试的得分都有所提高。3个月后，语言短时记忆（日语）和工作记忆（日语和英语）的改善得以维持。然而，没有一项干预措施，无论是单独的还是联合的，与外语知识的增加有关。双重方法的持续影响及其影响进行了讨论。版权所有（c）2015约翰威利父子有限公司
The current study reports on an intervention study that investigated the relative contributions of 5-week English language training (ELT) and 5-week working memory training (WMT) to improvements in English language knowledge and working memory capacity in university learners of English as a foreign language. The participants were allocated to one of the following three experimental groups and a control group: (i) ELT only; (ii) WMT only; and (iii) both WMT and ELT. The results showed that intervention effects were pronounced in the WMT+ELT group, who improved scores on the reading span test and all tests of verbal and visuo-spatial short-term and working memory. The gains on verbal short-term (Japanese) and working memory (Japanese and English) were maintained 3months later. None of the interventions, single or combined, were associated with gains in foreign language knowledge, however. The sustained effects of the dual approach and its implications are discussed. Copyright (c) 2015 John Wiley & Sons, Ltd.