Reframing Aural Skills Instruction Based On Research in Working Memory

Abstract

This article explores the implications of research on working memory for aural skills instruction. The first half of the article shows that the system of working memory unifies Karpinski (2000)’s “component” model of aural skills cognition and demonstrates working memory’s fundamental importance to aural skills learning. The second half of the article adapts tests of working memory into exercises appropriate for the aural skills classroom.