Individual Differences in L2 Processing: The Role of Working Memory and Aptitude in Online Form Recognition
DOI:
https://doi.org/10.69760/gsrh.0250206001Keywords:
working memory, language aptitude, online form recognition, second language processing, individual differencesAbstract
Online recognition of grammatical and lexical forms in a second language (L2) is shaped by substantial individual differences in adult learners’ cognitive abilities. This narrative review synthesizes evidence on how working memory (WM) capacity and language aptitude contribute to variability in real-time L2 processing. Across studies, WM—particularly its executive and phonological components—supports learners’ ability to maintain, integrate, and retrieve linguistic information during comprehension, enabling more accurate parsing under cognitive load. Language aptitude, viewed as a composite of phonological memory, analytical ability, and pattern-learning skills, further predicts learners’ sensitivity to form–meaning relationships in both implicit and explicit learning contexts. Empirical findings from behavioral, instructional, and neurocognitive research indicate that high-capacity learners often display more native-like processing signatures, whereas lower-capacity learners rely on shallower or lexically driven strategies. Overall, the review highlights WM and aptitude as robust predictors of L2 processing efficiency and discusses implications for theory, assessment, and pedagogy.
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