ABSTRACT
Decades of research in second language acquisition (SLA) have pursued answers to the “differential success” question (Larsen-Freeman, 2001, 2018), which refers to the variable outcomes achieved by second language (L2) learners in instructed settings. Empirical evidence suggests that individual differences (IDs) are related to and can even explain this variability, particularly working memory (WM) capacity, which is a centralized mechanism that underlies complex cognitive activities, including learning nonprimary languages in adolescence and adulthood (Miyake & Friedman, 1998; Robinson, 2005; Sanz, 2005; Wen, 2016). However, research has demonstrated that the relationship between WM and L2 development is moderated by factors such as WM measures used, the learning context or instructional condition, and learner factors like L2 proficiency (Grey et al., 2015; Serafini, 2021; Serafini & Sanz, 2016). Thus far, little research has adopted a dynamic perspective of WM, which views it as a complex, ever-changing, context-dependent construct embedded within other complex dynamic systems (Jackson, 2020; Serafini, 2017; Simmering & Perone, 2013). The current chapter seeks to critically synthesize the effects of WM on L2 development to shed light on conflicting findings and build toward a more dynamic understanding of the role of learner IDs in L2 learning in general.
