Native-like brain processing of syntax can be attained by university foreign language learners

Using event-related potentials (ERPs), we examined the neurocognition of late-learned second language (L2) Spanish in two groups of typical university foreign-language learners (as compared to native (L1) speakers): one group with only one year of college classroom experience, and low-intermediate proficiency (L2 Low), and another group with over three years of college classroom experience as well as 1–2 semesters of immersion experience abroad, and advanced proficiency (L2 Advanced). Semantic violations elicited N400s in all three groups, whereas syntactic word-order violations elicited LAN/P600 responses in the L1 and L2 Advanced groups, but not the L2 Low group. Indeed, the LAN and P600 responses were statistically indistinguishable between the L1 and L2 Advanced groups. The results support and extend previous findings. Consistent with previous research, the results suggest that L2 semantic processing always depends on L1-like neurocognitive mechanisms, whereas L2 syntactic processing initially differs from L1, but can shift to native-like processes with sufficient proficiency or exposure, and perhaps with immersion experience in particular. The findings further demonstrate that substantial native-like brain processing of syntax can be achieved even by typical university foreign-language learners. •ERP study of Spanish in Low and Advanced university L2 learners and L1 speakers.•Semantic violations elicited an N400 in L1, L2 Low and L2 Advanced groups.•Syntactic word-order violations elicited LAN/P600 responses in L1 and L2 Advanced.•The LAN and P600 were statistically indistinguishable between these groups.•L1-like syntactic neurocognition can be attained by university L2 learners.