Memory and language learning

Abstract

The objective of this paper is to highlight the relationship between language acquisition and the human memory system, short term memory in particular, and the eventual contribution of the latter in developing the learners’ oral proficiencies. To fulfil those objectives, this workis based on a hypothesis that stipulates that ifstudents’ working memory capacity is large enough to contain the needed information, it will allow the momentary retention of a considerable amount of acoustic knowledge, which in its turn would allow a fluent speech production. Besides, this same knowledge would be then internalized and hence permanently kept in a larger store (long term memory) with practise and frequent rehearsals. To consider the extent to which our hypothesis is in the right direction, a non-word repetition test is administered in an attempt to measure EFL learners working memory capacity in the Teacher Training School of Constantine. This test is usually used to show the extent to which people are able to recall sounds, and the more sounds available in the system, the larger the working memory capacity would be (knowing that working memory is the store that is responsible for keeping acoustic information). Next, a questionnaire was used with the basic aim to demonstrate that there is a possible relationship between working memory and long termmemory functions, and how EFL teachers could make good usage of that knowledge in teaching the speaking skill, and hence, helping in improving learners’ oral proficiencies. The non-word repetition test confirmed the stated hypothesis since the obtained resultsare statistically significant in that they clearly validate ourprediction that, in fact, working memory capacity influences the development of learners’ oral proficiency. Those outcomes are further positively supported through the questionnaire results, throughout which we feel the learners’ awareness of the role of the memory system as a whole and working memory capacity in particular in promoting their English language fluency. In addition to that, the learners’ answers confirm, somehow, that in addition to the undeniable role of the memory system in developing speech production, a good interaction amongst the learners, an appropriate teacher knowledge presentation and a favourable psychological status of the learner would inevitably lead to achieving the targeted objectives of our stated hypothesis.