An investigation of the relationship between working memory and syntactic comprehension in Igbo language learners
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Background of the Study
Working memory plays a critical role in language comprehension, particularly in parsing complex syntactic structures. For Igbo language learners, the interplay between working memory capacity and syntactic comprehension is vital in mastering the language’s intricate grammatical patterns. Recent cognitive studies have demonstrated that working memory is essential for temporarily storing and manipulating linguistic information during sentence processing (Ikechukwu, 2023). In educational settings in Nigeria, learners often face challenges in understanding and applying Igbo syntax, which may be attributed to limited working memory capacity. Experimental research combining behavioral tasks with neuroimaging techniques has shown that individuals with higher working memory tend to exhibit better syntactic processing skills (Chukwudi, 2024). This investigation seeks to elucidate the relationship between working memory and syntactic comprehension by employing controlled linguistic tasks and standardized cognitive assessments. The study also explores how different instructional methodologies can impact working memory performance and, consequently, language comprehension. By focusing on Igbo language learners, this research aims to contribute to the development of tailored pedagogical strategies that enhance both cognitive and linguistic skills (Amarachi, 2025).
Statement of the Problem
Although working memory is recognized as a key component in language processing, its specific role in Igbo syntactic comprehension remains underexplored. Many Igbo language learners struggle with complex sentence structures, a challenge that may stem from limitations in working memory capacity (Ikechukwu, 2023). Current educational approaches often neglect the cognitive dimensions of language learning, resulting in suboptimal instructional methods. Furthermore, inconsistent findings in existing research regarding the link between working memory and syntactic processing complicate the formulation of effective teaching strategies. Addressing these issues is essential to develop cognitive-informed language instruction that supports syntactic comprehension and overall language proficiency (Chukwudi, 2024; Amarachi, 2025).
Objectives of the Study:
1. To examine the correlation between working memory capacity and syntactic comprehension in Igbo language learners.
2. To identify specific working memory deficits that hinder syntactic processing.
3. To recommend instructional strategies that enhance working memory and language comprehension.
Research Questions:
1. What is the relationship between working memory capacity and syntactic comprehension in Igbo language learners?
2. Which aspects of working memory most significantly affect sentence processing?
3. How can teaching strategies be optimized to support working memory and syntactic understanding?
Significance of the Study :
This study is significant as it links cognitive processes to language learning outcomes, providing insights into the role of working memory in syntactic comprehension among Igbo learners. The findings will inform educators and curriculum designers, leading to more effective, cognitively informed instructional methods. By addressing the cognitive challenges in language learning, the study aims to improve language acquisition and overall academic performance (Ikechukwu, 2023; Chukwudi, 2024).
Scope and Limitations of the Study:
This study is limited to investigating the relationship between working memory and syntactic comprehension in Igbo language learners using cognitive assessments and linguistic tasks, without extending to other cognitive functions or languages.
Definitions of Terms:
• Working Memory: The cognitive system responsible for temporarily holding and processing information.
• Syntactic Comprehension: The ability to understand the grammatical structure of sentences.
• Language Learners: Individuals in the process of acquiring a new language.
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