Individual differences in adult Chinese second language acquisition: The relationships among aptitude, memory and strategies for learning

Under the premise that learners' individual cognitive differences may constrain their L2 learning and influence the strategies they use, the present study investigated 133 native English speakers learning Chinese to explore the possible links among learners' L2 aptitude, working memory, and strategies for learning. In particular, the research addressed three under-explored issues: (a) whether working memory plays a role in SLA; (b) whether working memory is a part of L2 aptitude; and (c) whether L2 learning strategies help compensate for limitations in aptitude and/or working memory.; The learners, who were at beginning (N = 42) and advanced (N = 91) levels of Chinese, took the Modern Language Aptitude Test, two working memory tests (phonological and visuo-spatial), the Strategy Inventory for Language Learning, and tests that measured their Chinese learning. Results showed the aptitude components of memory, grammatical sensitivity, and phonological working memory were associated with learning at the beginning level, while only phonological working memory was associated with learning at the advanced level. Also, in both beginning and advanced groups, more successful learners indicated that they used certain strategies less often than their less successful counterparts. Finally, there was a relationship between the aptitude component of memory and beginning and advanced learners' reported use of strategies. Beginning learners with higher memory capacity indicated that they used more strategies from metacognitive and cognitive strategy groupings than beginning learners with lower memory capacity. Advanced learners with higher memory capacity indicated that they used fewer strategies from metacognitive and cognitive strategy groupings than advanced learners with lower memory capacity.; Three conclusions can be drawn from these findings: (a) phonological working memory may be considered as part of L2 aptitude; (b) contrary to expectations, more successful learners indicated that they use some strategies less than their less successful counterparts (perhaps because learners with higher cognitive capacities can succeed without using those strategies); and (c) the types of strategies that the learners reported using are related to memory and proficiency. The pedagogy discussion includes suggestions on what strategies should be taught in light of individual differences in cognition and the level of instruction.