| The purpose of the dissertation was to investigate the relationship between working memory and English as a second language (ESL) listening comprehension tests. Since the 1980s an abundance of studies within the domain of native languages have shown high correlations between individual differences in working memory capacity (rather than short-term memory capacity) and verbal cognitive abilities. These studies suggest that the higher the working memory capacity the better native speakers will perform in various cognitive abilities, among them, listening comprehension. In contrast, in the domain of second language, research is sparse and has not shown consistencies either in the area of methodologies or outcomes. No study has been published on the role of working memory in ESL listening comprehension tests, or on the combined relationship of native and second language working memory capacities in second language listening comprehension tests. One hundred and nine native Hungarian speakers, who spoke English at various levels of proficiency, were tested on their working memory and short-term memory capacities as well as their ESL listening comprehension performance. The data was evaluated using structural equation modeling and the results suggest that working memory is essential in performing ESL. |
