Title: Work?ng Memory And Amb?gu?ty Resolut?on In Second Language Comprehens?on: An Exper?mental Study
Authors: Quvvatova Nigina Po'latovna
Volume: 10
Issue: 5
Pages: 19-25
Publication Date: 2026/05/28
Abstract:
Understanding how learners process ambiguity is a central issue in second language (L2) comprehension research. While previous studies have established a link between working memory and general language performance, its specific role in ambiguity resolution remains insufficiently explored. The present study investigates how differences in working memory capacity influence learners' ability to interpret ambiguous sentences in English. A quantitative experimental design was employed involving 60 intermediate-level EFL learners. Participants completed a working memory assessment using a reading span task, followed by an ambiguity resolution task consisting of structurally and lexically ambiguous sentences. Based on their working memory scores, participants were divided into high and low capacity groups. The data were analyzed using descriptive statistics, independent samples t-tests, and correlation analysis. The results revealed a significant difference between the two groups, with higher working memory capacity associated with greater accuracy in resolving ambiguity. A positive relationship was also observed between working memory and overall performance, suggesting that learners with greater cognitive resources are better able to manage competing interpretations during comprehension. These findings highlight the importance of working memory in handling ambiguity in L2 processing and contribute to a more nuanced understanding of the cognitive mechanisms underlying second language comprehension. The study also offers practical implications for language instruction, particularly in designing materials that account for learners' cognitive limitations. The study provides empirical evidence for the role of working memory as a key cognitive factor in second language ambiguity resolution.