Exploration of a tactile working memory component in foreign language learning among university students

The literature suggests some individuals have difficulty mastering foreign language despite adequate intellectual abilities and educational experiences. Attempts to diagnose foreign language leaning difficulties have relied on the use of language aptitude tests. The literature suggests measures of phonological coding and working memory may also aid such diagnosis.; The present study attempted to replicate previously found predictors of foreign language learning difficulties. The study also explored working memory patterns in the expression of foreign language learning difficulties. Multiple types of working memory identified by Baddeley et at. (1998) were extended by adding a hypothetical tactile working memory. This was done based upon the ability of visually and auditorily impaired individuals to develop language through tactile approaches and Smith and Jonides' (1997) suggestion that working memory components other than phonological and visuospatial components are likely to exist.; Sixty college introductory Spanish course students completed Parts IV and V of the MLAT, Digit Span subtest of the WAIS-R, Spatial Span subtest of the WMS--III, Letter-Number Sequencing subtest of the WAIS-III and TWMT (Howes Tactile Working Memory Task). Information on the participants' prior amount of Spanish instruction, introductory college-level English and Spanish course grades, and SAT scores was also obtained.; Four main findings resulted: (1) no working memory measures were significant predictors of Spanish or MLAT performance, (2) MLAT IV was the only significant predictor of Spanish grade, (3) participants who had MLAT IV scores of 18 or higher performed significantly better on the Total working memory tasks, and (4) males performed significantly better than females on all working memory tasks except for the TWMT. Results failed to replicate those of a study which found MLAT V to be most predictive of Spanish performance.; Further exploration is needed in the area of foreign language difficulties. Findings are inconsistent as to which variables contribute to the expression and predication of foreign language difficulties. Findings also indicate two possible levels of foreign language difficulties: one involving phonological deficits and one involving syntactical/grammatical deficits. The use of the Digit Span subtest and the MLAT are also questioned as they appear to be insufficient tests of domains they are claimed to measure.