Language Effects in Second-Language Learners: A Longitudinal Electrophysiological Study of Spanish Classroom Learning
Abstract How do the neural mechanisms involved in word recognition evolve over the course of word learning in adult learners of a new second language? The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one'...
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Veröffentlicht in: | Brain research 2016-09, Vol.1646, p.44-52 |
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description | Abstract How do the neural mechanisms involved in word recognition evolve over the course of word learning in adult learners of a new second language? The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one's native and second languages, in beginning university learners over the course of a single semester of learning. Monolingual L1 English-speakers enrolled in introductory Spanish were first trained on a list of 228 Spanish words chosen from the vocabulary to be learned in class. Behavioral data from the training session and the following experimental sessions spaced over the course of the semester showed expected learning effects. In the three laboratory sessions participants read words in three lists (English, Spanish and mixed) while performing a go/no-go lexical decision task in which event-related potentials (ERPs) were recorded. As observed in previous studies there were ERP language effects with larger N400s to native than second language words. Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. Moreover, the results suggest that electrophysiological measures can be used as sensitive measures for tracking the acquisition of new linguistic knowledge. |
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The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one's native and second languages, in beginning university learners over the course of a single semester of learning. Monolingual L1 English-speakers enrolled in introductory Spanish were first trained on a list of 228 Spanish words chosen from the vocabulary to be learned in class. Behavioral data from the training session and the following experimental sessions spaced over the course of the semester showed expected learning effects. In the three laboratory sessions participants read words in three lists (English, Spanish and mixed) while performing a go/no-go lexical decision task in which event-related potentials (ERPs) were recorded. As observed in previous studies there were ERP language effects with larger N400s to native than second language words. Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. 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The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one's native and second languages, in beginning university learners over the course of a single semester of learning. Monolingual L1 English-speakers enrolled in introductory Spanish were first trained on a list of 228 Spanish words chosen from the vocabulary to be learned in class. Behavioral data from the training session and the following experimental sessions spaced over the course of the semester showed expected learning effects. In the three laboratory sessions participants read words in three lists (English, Spanish and mixed) while performing a go/no-go lexical decision task in which event-related potentials (ERPs) were recorded. As observed in previous studies there were ERP language effects with larger N400s to native than second language words. Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. Moreover, the results suggest that electrophysiological measures can be used as sensitive measures for tracking the acquisition of new linguistic knowledge.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Cerebral Cortex - physiology</subject><subject>Electroencephalography</subject><subject>ERPs</subject><subject>Evoked Potentials</subject><subject>Female</subject><subject>Humans</subject><subject>Language learning</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Multilingualism</subject><subject>N400</subject><subject>Neurology</subject><subject>Reading</subject><subject>Recognition, Psychology - physiology</subject><subject>Spanish learning</subject><subject>Young Adult</subject><issn>0006-8993</issn><issn>1872-6240</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFUk1v2zAMFYYNa9rtLxQ-7mKXkixb3qFYEWQfgIEdsp0FRaYdZY6USXGB_PvKSBtsuww6CBTfexT5SMgthYICre52xSZo6wLGgqW4AFEAk6_Igsqa5RUr4TVZAECVy6bhV-Q6xl0KOW_gLbliNeNcglyQqdVumPSA2arv0RxjZl22RuNdl19SLergMMSP2UPWejfY49RZp8dsNSZK8IftKVo_-sGa9LhO2VPm-2x90M7GbbYcdYzB-_1ZyLrhHXnT6zHi--f7hvz8vPqx_Jq33798Wz60uRGsOuama6jkVVWXvZSlrrsOBEUtuGTpCOwlgkDGy01vygYqbLRpmClLkNj1nPEbcn_WPUybPXYG3THoUR2C3etwUl5b9XfG2a0a_KMSvAQBNAl8eBYI_veE8aj2NhocR-3QT1FRSdOMG1bXCVqdoSb41C72lzIU1OyZ2qkXz9TsmQKhkmeJePvnJy-0F5MS4NMZgGlUjxaDisaiM9jZkOavOm__X-P-HwkzWjfb9QtPGHd-CsnP1I-KTIFaz5szLw6tOHBZCv4E_IbDGQ</recordid><startdate>20160901</startdate><enddate>20160901</enddate><creator>Soskey, Laura</creator><creator>Holcomb, Phillip J</creator><creator>Midgley, Katherine J</creator><general>Elsevier B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20160901</creationdate><title>Language Effects in Second-Language Learners: A Longitudinal Electrophysiological Study of Spanish Classroom Learning</title><author>Soskey, Laura ; Holcomb, Phillip J ; Midgley, Katherine J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c526t-cd91836674f884a7dd051ea53828285ef8e05e234bfc4906e9ac92c4408edf323</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adolescent</topic><topic>Adult</topic><topic>Cerebral Cortex - physiology</topic><topic>Electroencephalography</topic><topic>ERPs</topic><topic>Evoked Potentials</topic><topic>Female</topic><topic>Humans</topic><topic>Language learning</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Multilingualism</topic><topic>N400</topic><topic>Neurology</topic><topic>Reading</topic><topic>Recognition, Psychology - physiology</topic><topic>Spanish learning</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Soskey, Laura</creatorcontrib><creatorcontrib>Holcomb, Phillip J</creatorcontrib><creatorcontrib>Midgley, Katherine J</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Brain research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Soskey, Laura</au><au>Holcomb, Phillip J</au><au>Midgley, Katherine J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Language Effects in Second-Language Learners: A Longitudinal Electrophysiological Study of Spanish Classroom Learning</atitle><jtitle>Brain research</jtitle><addtitle>Brain Res</addtitle><date>2016-09-01</date><risdate>2016</risdate><volume>1646</volume><spage>44</spage><epage>52</epage><pages>44-52</pages><issn>0006-8993</issn><eissn>1872-6240</eissn><abstract>Abstract How do the neural mechanisms involved in word recognition evolve over the course of word learning in adult learners of a new second language? 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Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. Moreover, the results suggest that electrophysiological measures can be used as sensitive measures for tracking the acquisition of new linguistic knowledge.</abstract><cop>Netherlands</cop><pub>Elsevier B.V</pub><pmid>27233808</pmid><doi>10.1016/j.brainres.2016.05.028</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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subjects | Adolescent Adult Cerebral Cortex - physiology Electroencephalography ERPs Evoked Potentials Female Humans Language learning Longitudinal Studies Male Multilingualism N400 Neurology Reading Recognition, Psychology - physiology Spanish learning Young Adult |
title | Language Effects in Second-Language Learners: A Longitudinal Electrophysiological Study of Spanish Classroom Learning |
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