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Chapter Four Results and Discussion......... 22
4.1 Reading Span Task......... 22
4.2 Results of TEM4 .........23
4.3 The Relationship between Working Memory Capacity and TEM4......... 23
4.4 Discussion .........25
Chapter Five Conclusion......... 29
5.1 Major Findings .........29
5.2 Methodological Implications.........   29
5.3 Pedagogical Implications......... 29
5.3.1 from Teachers' Perspective.........   30
5.3.2 from Learners' Perspective......... 32
5.4 Limitation of the Present Study .........32
5.5 Suggestions for Future Studies......... 34

Chapter Four Results and Discussion

4,1 Reading Span Task
During the reading span test, cases occurred that couples of students failed to continuereading the presented sentences because of improper operation of the software. Those whoencountered the same problem more than two times had to be stopped taking the test.Hence，only 45 subjects finished the task, among which 5 participants' reaction time wasless than 2 seconds, which was unusual and invalid, tlierefore，only 40 data is valid. Table 4.1 displays Z-score standard deviation of the three components. We canconclude participants' performances in reaction time and tail word recall vary to a greaterextent compared with performances in sentence judgment. They correctly make a judgmentabout the acceptability of the presented sentence at the same level of accuracy. However,the standard deviation of reaction time z-score (a=0.990) and tail word recall z-score(0=0.990) indicate individual difference exists among participants. Some participantsspend longer time to process information in the presented sentences with a limited workingmemory span in order to obtain an accuracy rate of the sentence judgment and/orremember the tail words，while the subjects with higher working memory capacity canmake correct judgments about the sentences at the same accuracy level.
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Conclusion

In this paper，it is assumed working memory is correlated with English proficiency ofChinese English major sophomores. And all of the foregoing experimental results indicatethat individual differences in working memory capacities have an influence on individualdifferences in English abilities. The major findings are summarized as follows:
1. Working memory capacity has a high and positive correlation with the Englishproficiency of Chinese English majors, especially higher with learners'information-processing (inferential) ability. That is，learners with higher working memoryare good at English proficiency test，while those with lower working memory capacity arenot.
2. The revised version of reading span test software designed especially for ChineseEnglish major sophomores is a success, which means with the right testing material andappropriate adaptation, the reading span task can be applied to testing the working memorycapacity for a more specified group of subjects，as in the present study: sophomore Englishmajors.
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Reference (omitted)

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