Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

scholarly journals Facilitating the task for second language processing research: A comparison of two testing paradigms

2013 ◽  
Vol 36 (3) ◽  
pp. 613-637 ◽  
Author(s):  
A. KATE MILLER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
Sentence Processing ◽  
Second Language Learners ◽  
Task Demands ◽  
Future Research ◽  
Second Language Processing ◽  
Advanced Learners ◽  
Probe Classification

ABSTRACTThis study considers the effects of experimental task demands in research on second language sentence processing. Advanced learners and native speakers of French were presented with the same experimental sentences in two different tasks designed to probe for evidence of trace reactivation during processing: cross-modal priming (Nicol & Swinney, 1989) and probe classification during reading (Dekydtspotter, Miller, Schaefer, Chang, & Kim, 2010). Although the second language learners produced nontargetlike results on the cross-modal priming task, the probe classification during reading task revealed results suggestive of trace reactivation, which point to detailed structural representations during online sentence processing. The implications for current theories of second language sentence processing and for future research in this domain are discussed.

scholarly journals Helping Second Language Student Writers Improve Their Revision

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Wenzhe Kang ◽  
Ruiyi Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Comprehensive Evaluation ◽  
Native English Speakers ◽  
English Speakers ◽  
Student Writers ◽  
Writing Ability ◽  
Language Students

Writing ability is a comprehensive evaluation of language learning level. Nowadays, most universities offer writing-related courses to help students lay a good foundation for writing and contribute to their subsequent studies. Compared with native English speakers, second language learners need to do more revision, which is a great challenge for second language learners. Therefore, in this paper, the aim is to make the second language students understand and apply the revision correctly.    

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

scholarly journals A Corpus-based Comparative Study of Learn and Acquire

2015 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Bei Yang
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Linguistic Feature ◽  
Natural Discourse ◽  
British National Corpus ◽  
National Corpus

<p>As an important yet intricate linguistic feature in English language, synonymy poses a great challenge for second language learners. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this article compares the usage of <em>learn</em> and <em>acquire </em>used in natural discourse by conducting the analysis of concordance, collocation, word sketches and sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of <em>learn</em> and <em>acquire</em>. Pedagogical implications are discussed when the results are introduced into the classroom.</p>

scholarly journals Neurolinguistics

2006 ◽  
Vol 39 (2) ◽  
pp. 153-158
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
Cognitive Neuroscience ◽  
Second Language Learners ◽  
Max Planck ◽  
Neural Basis ◽  
Reading Processes ◽  
Electrophysiological Evidence ◽  
Brain Sciences

06–416Ding, Guosheng (Beijing Normal U, China), Perry Conrad, Peng Danling, Ma Lin, Li Dejun, Shu Shiyong, Luo Qian, Xu Duo & Yang Jing, Neural mechanisms underlying semantic and orthographic processing in Chinese–English bilinguals. NeuroReport (Lippincott Williams & Wilkins) 14.12 (2003), 1557–1562.06–417Elston-Güttler, Kerrie E. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; [email protected]), Silke Paulmann & Sonja A. Kotz, Who's in control? Proficiency and L1 influence on L2 processing. Journal of Cognitive Neuroscience (MIT Press) 17.10 (2005), 1593–1610.06–418Gollan, Tamar H. (U Califonia, San Diego, USA; [email protected]), Marina P. Bonanni & Rosa I. Montoya, Proper names get stuck on bilingual and monolingual speakers' tip of the tongue equally often. Neuropsychology (American Psychological Association) 19.3 (2005), 278–287.06–419Hernandez, Arturo (U Houston, USA), Ping Li & Brian MacWhinney, The emergence of competing modules in bilingualism. Trends in Cognitive Sciences (Elsevier) 9.5 (2005), 220–225.06–420Mahendra Nidhi, Elena Plante (U Arizona, USA; [email protected]), Joel Magloire, Lisa Milman & Theodore P. Trouard, fMRI variability and the localization of languages in the bilingual brain. NeuroReport (Lippincott Williams & Wilkins) 14.9 (2003), 1225–1228.06–421Mildner, Vesna (U Zagreb, Croatia; [email protected]), Davor Stanković & Marina Petković, The relationship between active hand and ear advantage in the native and foreign language. Brain and Cognition (Elsevier) 57.2 (2005), 158–161.06–422Minagawa-Kawai, Yasuyo (National Institute for Japanese Language, Tokyo, Japan), Koichi Mori, Yataka Sato & Toshizo Koizumi, Differential cortical responses in second language learners to different vowel contrasts. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 899–903.06–423Mueller, Jutta L. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; [email protected]), Anja Hahne, Yugo Fujii & Angela D. Friederici, Native and non-native speakers' processing of a miniature version of Japanese as revealed by ERPs. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1229–1244.06–424Ojima, Shiro (U Essex, UK; [email protected]), Hiroki Nakata & Ryusuke Kakigi, An ERP study of second language learning after childhood: Effects of proficiency. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1212–1228.06–425Oran, Revital (U Haifa, Israel; [email protected]) &Zvia Breznitz, Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: Behavioral and electrophysiological evidence. Journal of Neurolinguistics (Elsevier) 18.2 (2005), 127–151.06–426Peltola, Maija S. (U Turku, Finland; [email protected]), Minna Kuntola, Henna Tamminen, Heikki Hämäläinen & Olli Aaltonen, Early exposure to non-native language alters preattentive vowel discrimination. Neuroscience Letters (Amsterdam, the Netherlands) 388.3 (2005), 121–125.06–427Perani, Daniela (Vita Salute San Raffaele U, Milan, Italy; [email protected]) & Jubin Abutalebi, The neural basis of first and second language processing. Current Opinion in Neurobiology (Elsevier) 15.2 (2005), 202–206.06–428Rodríguez-Fornells, Antoni (Otto-von-Guericke U, Magdeburg, Germany), Arie van der Lugt, Michael Rotte, Belinda Britti, Hans-Jochen Heinze & Thomas F. Münte, Second language interferes with word production in fluent bilinguals: Brain potential and functional imaging evidence. Journal of Cognitive Neuroscience (MIT Press) 17.3 (2005), 422–433.06–429Thierry, Guillaume (U Wales, Bangor, UK) & Jing Yan Wu, Electrophysiological evidence for language interference in late bilinguals. NeuroReport (Lippincott Williams & Wilkins) 15.10 (2004), 1555–1558.06–430Van Borsel, John (Gent U Hospital, Belgium; [email protected]), Reinilde Sunaert & Sophie Engelen, Speech disruption under delayed auditory feedback in multilingual speakers. Journal of Fluency Disorders (Elsevier) 30.3 (2005), 201–217.06–431Xue, Gui, Qi Dong (Beijing Normal U, China), Zhen Jin, Lei Zhang & Yue Wang, An fMRI study with semantic access in low proficiency second language learners. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 791–796.06–432Zhang, Yang (U Washington, USA; [email protected]), Patricia K. Kuhl, Toshiaki Imada, Makoto Kotani & Yoh' ichi Tohkura, Effects of language experience: Neural commitment to language-specific auditory patterns. NeuroImage (Elsevier) 26.3 (2005), 703–720.

scholarly journals Plausibility and recovery from garden paths in second language sentence processing

2011 ◽  
Vol 32 (2) ◽  
pp. 299-331 ◽  
Author(s):  
LEAH ROBERTS ◽  
CLAUDIA FELSER
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Sentence Processing ◽  
Second Language Learners ◽  
Native Speaker ◽  
Direct Object ◽  
Second Language Processing ◽  
Real Time Processing ◽  
Garden Path ◽  
On Line

ABSTRACTIn this study, the influence of plausibility information on the real-time processing of locally ambiguous (“garden path”) sentences in a nonnative language is investigated. Using self-paced reading, we examined how advanced Greek-speaking learners of English and native speaker controls read sentences containing temporary subject–object ambiguities, with the ambiguous noun phrase being either semantically plausible or implausible as the direct object of the immediately preceding verb. Besides providing evidence for incremental interpretation in second language processing, our results indicate that the learners were more strongly influenced by plausibility information than the native speaker controls in their on-line processing of the experimental items. For the second language learners an initially plausible direct object interpretation lead to increased reanalysis difficulty in “weak” garden-path sentences where the required reanalysis did not interrupt the current thematic processing domain. No such evidence of on-line recovery was observed, in contrast, for “strong” garden-path sentences that required more substantial revisions of the representation built thus far, suggesting that comprehension breakdown was more likely here.

Electrophysiological Measures of Language Processing in Bilinguals

2002 ◽  
Vol 14 (7) ◽  
pp. 994-1017 ◽  
Author(s):  
Alice Mado Proverbio ◽  
Barbara Čok ◽  
Alberto Zani
Keyword(s):  
Language Learners ◽  
Left Hemisphere ◽  
Language Processing ◽  
Right Hemisphere ◽  
Functional Organization ◽  
Brain Plasticity ◽  
Brain Activation ◽  
Activation Patterns ◽  
Bilingual Speakers ◽  
The Right

The aim of the present study was to investigate how multiple languages are represented in the human brain. Event-related brain potentials (ERPs) were recorded from right-handed polyglots and monolinguals during a task involving silent reading. The participants in the experiment were nine Italian monolinguals and nine Italian/Slovenian bilinguals of a Slovenian minority in Trieste; the bilinguals, highly fluent in both languages, had spoken both languages since birth. The stimuli were terminal words that would correctly complete a short, meaningful, previously shown sentence, or else were semantically or syntactically incorrect. The task consisted in deciding whether the sentences were well formed or not, giving the response by pressing a button. Both groups read the same set of 200 Italian sentences to compare the linguistic processing, while the bilinguals also received a set of 200 Slovenian sentences, comparable in complexity and length, to compare the processing of the two languages within the group. For the bilinguals, the ERP results revealed a strong, left-sided activation, reflected by the N1 component, of the occipito-temporal regions dedicated to orthographic processing, with a latency of about 150 msec for Slovenian words, but bilateral activation of the same areas for Italian words, which was also displayed by topographical mapping. In monolinguals, semantic error produced a long-lasting negative response (N2 and N4) that was greater over the right hemisphere, whereas syntactic error activated mostly the left hemisphere. Conversely, in the bilinguals, semantic incongruence resulted in greater response over the left hemisphere than over the right. In this group, the P615 syntactical error responses were of equal amplitude on both hemispheres for Italian words and greater on the right side for Slovenian words. The present findings support the view that there are inter- and intrahemispheric brain activation asymmetries when monolingual and bilingual speakers comprehend written language. The fact that the bilingual speakers in the present study were highly fluent and had acquired both languages in early infancy suggests that the brain activation patterns do not depend on the age of acquisition or the fluency level, as in the case of late, not-so-proficient L2 language learners, but on the functional organization of the bilinguals' brain due to polyglotism and based on brain plasticity.

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

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