This book focuses on problems many language students face in
developing advanced proficiency in an L2. It adds to the growing
body of research into the connection between greater working memory
(WM) capacity and L2 development, by investigating correlations
between WM and development of L2 English questions in an immersion
setting. The book details two longitudinal studies tracking 43
instructed Chinese speakers of English during a year's postgraduate
study at universities in the UK. Improvements in oral and written
data showed evidence of correlations between WM and L2 development.
However, analysis of the data concludes that a year's immersion
appears to favour processing existing grammatical knowledge rather
than trigger acquisition of new grammatical knowledge, even for
those with greater WM. This book will be useful for teachers and
students of linguistics, interested in both generative and
cognitive studies of SLA, as well as providing an accessible
insight for classroom language teachers into the many issues
affecting second language development for their students.
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