Cognition and Second Language Experience: How Are Executive Function and Second Language Acquisition Related?

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

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Complexity in Instructed Heritage Language Acquisition

Heritage Language Journal ◽

10.1163/15507076-12340014 ◽

2021 ◽

Vol 18 (3) ◽

pp. 1-20

Author(s):

Julio Torres

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Heritage Language ◽

Lessons Learned ◽

Language Experience ◽

Gender Assignment ◽

Linguistic Complexity ◽

Language Studies

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

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Does Critical Period Affect Bilingual Advantage for Working Memory and Metacognition?

Journal of Education and Learning ◽

10.5539/jel.v9n6p1 ◽

2020 ◽

Vol 9 (6) ◽

pp. 1

Author(s):

Kexuan Huang

Keyword(s):

Working Memory ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Critical Period ◽

Language Experience ◽

Learning And Teaching ◽

Bilingual Advantage ◽

Experience Questionnaire

There have been many studies exploring the advantages that bilingualism confers to individuals’ working memory and metacognition (see Ransdell, 2006; Del Missier et al., 2010). The hypothesis of language critical period states that if no language learning and teaching happen during the critical period, an individual will never be able to fully grasp any language to a full extent (Fromkin et al., 1974). This study investigates whether late bilingualism (second language acquisition after the critical period) will positively affect a person’s working memory and metacognition just like early bilingualism (second language acquisition before the critical period) does. Sixty Chinese persons between the ages of 18 and 35 participated in my online experimental protocol, including a language experience questionnaire, a reading comprehension exam, and a reading span task. I found that late bilingualism poses a similar advantage to an individual’s working memory as early bilingualism, while it negatively affects an individual’s metacognitive awareness of their own language ability. 

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Second language acquisition of American Sign Language influences co-speech gesture production

Bilingualism Language and Cognition ◽

10.1017/s1366728919000208 ◽

2019 ◽

Vol 23 (3) ◽

pp. 473-482

Author(s):

Jill Weisberg ◽

Shannon Casey ◽

Zed Sevcikova Sehyr ◽

Karen Emmorey

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

American Sign Language ◽

Sign Language ◽

Age Of Acquisition ◽

American Sign ◽

Language Experience ◽

One Year ◽

Gesture Production

AbstractPrevious work indicates that 1) adults with native sign language experience produce more manual co-speech gestures than monolingual non-signers, and 2) one year of ASL instruction increases gesture production in adults, but not enough to differentiate them from non-signers. To elucidate these effects, we asked early ASL–English bilinguals, fluent late second language (L2) signers (≥ 10 years of experience signing), and monolingual non-signers to retell a story depicted in cartoon clips to a monolingual partner. Early and L2 signers produced manual gestures at higher rates compared to non-signers, particularly iconic gestures, and used a greater variety of handshapes. These results indicate susceptibility of the co-speech gesture system to modification by extensive sign language experience, regardless of the age of acquisition. L2 signers produced more ASL signs and more handshape varieties than early signers, suggesting less separation between the ASL lexicon and the co-speech gesture system for L2 signers.

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