Working Memory and Language Aptitude

Abstract

Working memory is increasingly recognized as a central cognitive factor in second language acquisition and a major component of language aptitude. This paper examines the relationship between working memory and language learning through Baddeley’s multicomponent model, focusing on the central executive, phonological loop, visuospatial sketchpad, and episodic buffer. It reviews how these components contribute to vocabulary learning, grammatical processing, pronunciation, reading comprehension, and the integration of linguistic information. Empirical research indicates that learners with greater working memory capacity often demonstrate stronger second language proficiency, particularly in tasks requiring simultaneous processing and storage. The paper also considers the proposition that verbal working memory constitutes the core of language aptitude and discusses its relationship with traditional aptitude constructs. Pedagogical implications include reducing cognitive load, increasing repetition, using multimodal support, and teaching memory strategies. Finally, the paper highlights ongoing theoretical debates and identifies directions for neurological, longitudinal, computational, and intervention-based research in SLA.