Second-language proficiency modulates the brain language control network in bilingual translators: an event-related fMRI study

2019 ◽  
Vol 23 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Michael Mouthon ◽  
Asaid Khateb ◽  
François Lazeyras ◽  
Alan J. Pegna ◽  
Hannelore Lee-Jahnke ◽  
...  
Keyword(s):  
Second Language ◽  
Cognitive Control ◽  
Language Proficiency ◽  
Anterior Cingulate ◽  
L2 Proficiency ◽  
Resource Needs ◽  
Fmri Study ◽  
Language Selection ◽  
Left Caudate ◽  
And Control

AbstractIn bilinguals, language proficiency has been advanced to influence the involvement of domain-general control networks in language selection. We assessed, in university student translators with moderate- to high-second language (L2) proficiency depending on their translation educational level, the functional activity in the key language and control areas (the caudate nucleus, anterior cingulate, and prefrontal cortex), during task- and language-selection in an oral production context. We found that L2 proficiency influenced the relative involvement of our regions of interest during language selection vs domain-general cognitive control processes. While the left middle frontal and left caudate areas were more involved during linguistic than alphanumeric task selection in the low L2 proficiency group, these regions were similarly involved in both tasks in the high-L2 proficiency group. These findings suggest that language selection relies primarily on a network within domain-general cognitive control system with an increase in resource needs when L2 proficiency is low.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

Second language (L2) proficiency, socioeconomic status (SES), and intelligence (IQ) are significant predictors of cognitive control differences among young adult unbalanced Chinese–English bilinguals

2018 ◽  
Vol 22 (04) ◽  
pp. 866-882 ◽  
Author(s):  
ZHILONG XIE ◽  
TERESA SIGNORELLI PISANO
Keyword(s):  
Socioeconomic Status ◽  
Second Language ◽  
Young Adult ◽  
Cognitive Control ◽  
Flanker Task ◽  
Incongruent Condition ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Conflict Monitoring ◽  
L2 Proficiency

The current study investigates how second-language (L2) proficiency contributes to cognitive control differences among three groups of unbalanced Chinese–English bilinguals matched for socioeconomic status (SES), intelligence (IQ), education, age, culture, and L1 background. A Flanker task and the Wisconsin Card Sorting Test (WCST) were administered to measure conflict monitoring, inhibition, and mental set shifting. ANOVA analyses revealed faster performance for the High-L2 Group compared to the Low-L2 Group in the congruent, neutral, and incongruent conditions of the Flanker task. However, there were no group differences on the WCST. Multiple step-wise regression analyses showed that L2 proficiency was a predictor for the Flanker task performance in all three conditions, SES in the neutral and the incongruent condition, and IQ in the congruent condition. These results suggest that L2 proficiency, along with SES and IQ, contribute significantly to cognitive control differences in conflict monitoring among young-adult bilinguals.

scholarly journals Second-language Proficiency and Exposure to Work Environments—Their Impact on Pragmalinguistic Knowledge of Implicature

2019 ◽  
Vol 10 (6) ◽  
pp. 1150
Author(s):  
Nashid Nigar
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Tertiary Education ◽  
Work Environments ◽  
L2 Proficiency ◽  
Context Analysis ◽  
Language Curriculum ◽  
Teacher Professional ◽  
Pragmatic Knowledge

To determine whether second language (L2) proficiency and exposure to work environments influence language learners’ pragmalinguistic knowledge of implicatures, I surveyed 76 native and non-native participants in Australia. Thirty non-native respondents were from working contexts and 31 from tertiary education institutes, and 15 native speakers were drawn from a university context. Analysis revealed no working context effect on understanding of implicature items but substantial L2 proficiency effect, and some length of residence effect on pragmatic knowledge of implicature. I concluded that formulaic implicature is more difficult to understand than idiosyncratic implicature in which the conversation’s principles are violated. This study has potential implications for policy making in the areas of Australian language, curriculum development, pedagogical approaches, and English teacher professional development and standardisations.

Expectation and dyspnea: The neurobiological basis of respiratory nocebo effects

2021 ◽  
pp. 2003008
Author(s):  
Elke Vlemincx ◽  
Christian Sprenger ◽  
Christian Büchel
Keyword(s):  
Anterior Cingulate ◽  
Resistive Load ◽  
Nocebo Effect ◽  
Neural Basis ◽  
Fmri Signal ◽  
Fmri Study ◽  
Significant Difference ◽  
Nocebo Effects ◽  
Physical Resistance ◽  
And Control

Cues such as odours that do not per se evoke bronchoconstriction can become triggers of asthma exacerbations. Despite its clinical significance, the neural basis of this respiratory nocebo effect is unknown. We investigated this effect in a functional magnetic resonance imaging (fMRI) study involving 36 healthy volunteers. The experiment consisted of an Experience phase in which volunteers experienced dyspnea while being exposed to an odorous gas (“Histarinol”). Volunteers were told that “Histarinol” induces dyspnea by bronchoconstriction. This was compared to another odorous gas which did not evoke dyspnea. Actually, dyspnea was induced by a concealed, resistive load inserted into the breathing system. In a second, Expectation phase, Histarinol and the control gas were both followed by an identical, very mild load. Respiration parameters were continuously recorded and after each trial participants rated dyspnea intensity. Dyspnea ratings were significantly higher in Histarinol compared to control conditions, both in the Experience and in the Expectation phase, despite identical physical resistance in the Expectation phase. Insula fMRI signal matched the actual load, i.e. a significant difference between Histarinol and Control in the Experience phase, but no difference in the Expectation phase. The periaqueductal gray showed a significantly higher fMRI signal during the expectation of dyspnea. Finally, Histarinol related deactivations during the Expectation phase in the rostral anterior cingulate cortex mirror similar responses for nocebo effects in pain. These findings highlight the neural basis of expectation effects associated with dyspnea, which has important consequences for our understanding of the perception of respiratory symptoms.

The Interaction Between Type of Contact and Type of Instruction: Some Effects on the L2 Proficiency of Adult Learners

1986 ◽  
Vol 8 (2) ◽  
pp. 181-199 ◽  
Author(s):  
Nina Spada
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Proficiency ◽  
Test Scores ◽  
Language Contact ◽  
Combined Effects ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Post Test ◽  
Class Room

This paper reports the results of a study which investigated (a) the separate effects that differences in learners' contact can have on various aspects of proficiency, and (b) the combined effects that differences in informal contact and instructional variation can have on improvement in proficiency. Forty-eight adult learners from three intermediate-level ESL classes participated in the study.To measure differences in learners' informal contact, a language contact questionnaire was administered. The results revealed both quantitative and qualitative differences in learners' out-of-class contact with the second language. When these differences were examined in relation to learners' performance on seven proficiency measures, correlational analysis revealed that while learners' performance on some measures was related to differences in amount of contact, it was related on other measures to differences in type of contact.To determine whether differences in contact interacted with instructional variation to produce differences in improvement in proficiency, learners' pre-and post-test scores were examined in relation to contact and class in an analysis of co-variance. The results indicated that learners' informal contact interacted with differences in instruction to produce variation in improvement on two proficiency measures.The findings are discussed in relation to the need for more class-room-centered research to investigate both the separate and combined effects of learner and instructional variables on second language proficiency.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

Aptitude, phonological memory, and second language proficiency in nonnovice adult learners

2009 ◽  
Vol 30 (2) ◽  
pp. 225-249 ◽  
Author(s):  
KIRSTEN M. HUMMEL
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Proficiency ◽  
University Teaching ◽  
Phonological Memory ◽  
Regression Analyses ◽  
L2 Proficiency ◽  
Language Program ◽  
Median Split ◽  
Proficiency Scores

ABSTRACTThis study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude, and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29% of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher proficiency subgroups, created by a median split on proficiency scores, revealed that none of the variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a significant predictor for the lower proficiency subgroup, extending the pattern of results found elsewhere in younger populations to adult nonnovice L2 learners.

Priming of code-switches in sentences: The role of lexical repetition, cognates, and language proficiency

2012 ◽  
Vol 15 (4) ◽  
pp. 797-819 ◽  
Author(s):  
GERRIT JAN KOOTSTRA ◽  
JANET G. VAN HELL ◽  
TON DIJKSTRA
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Cognitive Models ◽  
Sentence Production ◽  
Structural Priming ◽  
L2 Proficiency ◽  
Combined Analysis ◽  
Target Picture ◽  
Lexical Effects

In two experiments, we tested the role of lexical repetition, cognates, and second language (L2) proficiency in the priming of code-switches, using the structural priming technique. Dutch–English bilinguals repeated a code-switched prime sentence (starting in Dutch and ending in English) and then described a target picture by means of a code-switched sentence (also from Dutch into English). Low- and high-proficient speakers of L2 English were tested in Experiments 1 and 2, respectively. We found that the participants’ tendency to switch at the same position as in the prime sentence was influenced by lexical repetition between prime sentence and target picture and by the presence of a cognate in prime and target. A combined analysis showed that these lexical effects were stronger in the high-proficient than in the low-proficient L2 speakers. These results provide new insights into how language-related and speaker-related variables influence code-switching in sentences, and extend cognitive models of lexical and combinatorial processes in bilingual sentence production.

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