Neural representation of linguistic feature hierarchy reflects second-language proficiency

AbstractAcquiring a new language requires a simultaneous and gradual learning of multiple levels of linguistic attributes. Here, we investigated how this process changes the neural encoding of natural speech by assessing the encoding of the linguistic feature hierarchy in second-language listeners. Electroencephalography (EEG) signals were recorded during English story listening from native Mandarin speakers with varied English proficiency and from native English speakers. We measured the temporal response functions (TRF) for acoustic, phonemic, phonotactic, and semantic features in individual participants and found a main effect of proficiency on the linguistic encoding. This effect of second-language proficiency was particularly prominent on the neural encoding of phonemes, showing stronger encoding of “new” phonemic contrasts (i.e. English contrasts that do not exist in Mandarin) with increasing proficiency. Overall, we found that linguistic feature representation in nonnative listeners progressively converged to that of native listeners with proficiency, which enabled accurate decoding of language proficiency. This detailed view advances our understanding of the cortical processing of linguistic information in second-language learners and provides an objective measure of language proficiency.

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The Development of Second Language Proficiency

10.1017/cbo9781139524568 ◽

1990 ◽

Cited By ~ 76

Keyword(s):

Second Language ◽

Language Proficiency ◽

Second Language Proficiency

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Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross-cultural adaptation

International Journal of Intercultural Relations ◽

10.1016/j.ijintrel.2010.12.002 ◽

2012 ◽

Vol 36 (1) ◽

pp. 72-82 ◽

Cited By ~ 24

Author(s):

Baohua Yu ◽

Huizhong Shen

Keyword(s):

Second Language ◽

Language Proficiency ◽

Cultural Adaptation ◽

Cross Cultural ◽

Second Language Proficiency ◽

Cross Cultural Adaptation ◽

Integrative Motivation

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Meta-analysis of the neural representation of first language and second language

Applied Psycholinguistics ◽

10.1017/s0142716411000075 ◽

2011 ◽

Vol 32 (4) ◽

pp. 799-819 ◽

Cited By ~ 44

Author(s):

RAJANI SEBASTIAN ◽

ANGELA R. LAIRD ◽

SWATHI KIRAN

Keyword(s):

Second Language ◽

Language Proficiency ◽

Language Processing ◽

Functional Neuroimaging ◽

Meta Analysis ◽

First Language ◽

Likelihood Estimation ◽

Neural Representation ◽

Second Language Processing ◽

Meta Analyses

ABSTRACTThis study reports an activation likelihood estimation meta-analysis of published functional neuroimaging studies of bilingualism. Four parallel meta-analyses were conducted by taking into account the proficiency of participants reported in the studies. The results of the meta-analyses suggest differences in the probabilities of activation patterns between high proficiency and moderate/low proficiency bilinguals. The Talairach coordinates of activation in first language processing were very similar to that of second language processing in the high proficient bilinguals. However, in the low proficient group, the activation clusters were generally smaller and distributed over wider areas in both the hemispheres than the clusters identified in the ALE maps from the high proficient group. These findings draw attention to the importance of language proficiency in bilingual neural representation.

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The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽

10.1075/target.4.2.06lam ◽

1992 ◽

Vol 4 (2) ◽

pp. 223-236 ◽

Cited By ~ 2

Author(s):

Sylvie Lambert

Keyword(s):

Second Language ◽

Language Proficiency ◽

Real Life ◽

Second Language Proficiency ◽

Pedagogical Tool ◽

And Training ◽

Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

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Levels of tests of Russian as a foreign language in terms of school age characteristics

Russian language studies ◽

10.22363/2618-8163-2021-19-2-222-234 ◽

2021 ◽

Vol 19 (2) ◽

pp. 222-234

Author(s):

Nadezhda A. Dubinina ◽

Dmitrii V. Ptiushkin

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Proficiency ◽

Communicative Competence ◽

Russian Language ◽

School Students ◽

Second Language Proficiency ◽

Academic Literature ◽

Training Courses ◽

Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

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