（1994） found that younger language learners have better performance on reading span test than older language learners. “Thus， WMC is posited to help predict learning rate and ultimate levels of attainment in the L2” （Ortega， 2009， p.90）. In that case， people with better WMC are perceived as better language learners. On the processing of language learning， working memory serves as temporarily storing information and encoding new information to long-term memory. The major topics of Age are learning rate， Critical Period hypothesis，Adult-children differences and a ceiling to second language learning： ultimate attainment on L2 morphosyntax and L2 phonology.The major topics of Cross linguistic Influences are L1-L2 differences and similarities，L1 transfer： positive and negative，Interlanguage development.The major topics of Linguistic environment are 稟cculturation，Interaction and acquisition，Input and Output modification.The major topics of Cognition are Long term Memory and L2 vocabulary knowledge，Working memory and Intention， attention， awareness and L2 learning.The major topics of Language aptitude are aptitude and age，Memory capacity as a privileged component of L2 aptitude and Aptitude and learning rate.The major topics of Motivation are L2 Attitudes and Dynamic motivation： time context and behavior.The major topics of Individual differences are Personality and L2 learning，Learning styles，Learning strategies，Foreign language anxiety and Willingness to communicate.The major topics of differences are Extraversion and speaking styles and Self-regulation theory.The major topics of language learning are Vygotskian sociocultural theory，Zone of Proximal Development ，Self-regulation and language mediation，Language socialization and L2 learners identity. The major factors include age， cross linguistic influence， linguistic environment， cognition， language aptitude， motivation， individual differences and social dimensions of language learning. So the research on SLA focuses on the factors affect these six parts. We think language is made by these six parts， and each of them has an influence on language acquisition. As it shows， it is “a limited capacity system that depends heavily on executive processing”， but it focuses more on the “storage of information rather than attentional control” （Baddeley， 2003）.įrom the perspective of linguistics， language can be divided into six major disciplines： morphology （grammar）， phonology （sounds）， syntax （sentences）， semantics （meaning）， discourse （text）， pragmatics （ language in use）. Baddeley（2003） proposed a new component， the episodic buffer. However， later experiments found that the quantity of the stored information exceed the information stored in phonological loop and visuospatial. Central executive is “a limited capacity attentional system” （Baddeley， 2003）. Phonological loop is “a temporary verbal-acoustic storage system” Visuospatial sketchpad is a “visual subsystem for storage and manipulation”. As model shows， in this proposed system， there are three main components. Baddeley and Hitch （1974） propose a multicomponent working memory system. Working Memory （WM） is defined as a temporary storage of information， it can also manipulate the information to facilitate cognitive development. Research direction： language acquisition and teaching methods. The University of Georgia： TESOL and World Language Education master. Work in XHIS， AP， DP and MYP Mandarin teacher. 【Key words】Working Memory Capacity； Second Language； Speech； Age To answer the questions， Further researches need to pay more attention on this question. Based on past studies， two research questions are designed in this paper. In this paper， we only focus on second language speaking rather than the whole SLA. The relationship between working memory capacity （WMC） and SLA has been analyzed from many perspectives. 【Abstract】In second language acquisition （SLA） field， people gradually notice the influence of individual differences on language learning and ultimate attainment.
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