Unconscious improvement in foreign language learning using mismatch negativity neurofeedback: A preliminary study

In order to investigate neural adaptation to foreign language learning, we recorded electroencephalography (EEG) from two groups of language officer cadets (learning either Arabic or Dari) while they listened to language sound contrasts from both languages. We recorded their EEG four times over the course of 19 months of intensive foreign language training (immediately before they started, after three weeks, after six months, and after 19 months).We did not find any language-specific effects of learning on the cadets’ MMNs to the language sound contrasts. We did, however, elicit statistically reliable MMNs to both language contrasts for both groups at most of the four times of measurement. Furthermore, we found that the Arabic learners' MMNs to the Arabic stimuli diminished over time, and that Dari learners' P3a responses to the Arabic stimuli diminished over time. Correlating the participants’ MMNs with their behavioral perception of the language stimuli did not reveal any strong links between behavior and neurophysiology. However, those Dari learners whose MMNs to the Dari stimuli increased the most within the first three weeks, also received the highest grades on a listening task after 17 weeks.

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Behavioral effect of mismatch negativity neurofeedback on foreign language learning

PLoS ONE ◽

10.1371/journal.pone.0254771 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0254771

Author(s):

Ming Chang ◽

Hideyuki Ando ◽

Taro Maeda ◽

Yasushi Naruse

Keyword(s):

Foreign Language ◽

Language Learning ◽

Mismatch Negativity ◽

Foreign Language Learning ◽

Behavioral Effect ◽

Control Group ◽

Speech Sounds ◽

Training Time ◽

Native Japanese Speakers ◽

Spoken English

Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants “l” or “r”. Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.

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Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:

International Journal of English Studies ◽

10.6018/ijes.338671 ◽

2019 ◽

Vol 19 (1) ◽

pp. 21-40 ◽

Cited By ~ 1

Author(s):

Noa Talaván

Keyword(s):

Foreign Language ◽

Language Learning ◽

Hard Of Hearing ◽

Foreign Language Learning ◽

Pedagogical Tool ◽

Language Class ◽

Potential Benefits ◽

Original Message ◽

Preliminary Study ◽

Future Practice

The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.

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