WORKING MEMORY: A KEY TO SUCCESS IN FOREIGN LANGUAGE LEARNING (TEACHERS’ PERSPECTIVES)

Ms. Hadjer Boumaza
 Assistant Professor (Ecole Supérieure de Technologies Industrielles, Annaba), ALGERIA, hadjerboumaza21@gmail.com

 

Abstract

Working memory is one of the important cognitive factors that are related to learning a foreign language. Most of the stored, processed, learned or remembered information should pass through working memory (Dehn 2008: 92). This latter has always been considered as an influential factor in several studies of human cognitive functions.  It is an essential capacity that defines complex as well as elementary cognitive processes (Lepine, Barrouilet and Camos, 2005). The present work endeavours to investigate teachers’ attitudes and awareness of working memory capacity’s role in foreign language learning. It mainly aims to display that foreign language learners’ working memory capacity could be a key element that contributes to success in foreign language learning. In order to carry out this study, a qualitative research tool has been used. A semi-structured interview was conducted with ten teachers from the department of English at 8 May 1945 Guelma University in Algeria. The analyzed results of the interview revealed that the majority of teachers showed a deep interest of the role that working memory plays in foreign language learning. Moreover, most teachers emphasized the significance of students’ individual differences in working memory. It is also affirmed that the majority of the interviewees do not draw their students’ attention to use certain strategies that can improve their working memory. Based on the analyzed findings of this study, several recommendations are provided to assist EFL teachers to enhance learners’ working memory capacity and to be able to deal with different situations.