Crosslinguistic Influence and Distinctive Patterns of Language Learning

2017 ◽  
Keyword(s):  
Language Learning ◽  
Crosslinguistic Influence

Language attrition: A matter of brain plasticity?

2021 ◽  
Vol 12 (1) ◽  
pp. 110-132
Author(s):  
Barbara Köpke
Keyword(s):  
Language Learning ◽  
Time Scales ◽  
Structural Changes ◽  
Brain Plasticity ◽  
Brain Structures ◽  
High Plasticity ◽  
Interaction Patterns ◽  
Language Attrition ◽  
Bilingual Speakers ◽  
Crosslinguistic Influence

Abstract While it has long been assumed that brain plasticity declines significantly with growing maturity, recent studies in adult subjects show grey and white matter changes due to language learning that suggest high adaptability of brain structures even within short time-scales. It is not known yet whether other language development phenomena, such as attrition, may also be linked to structural changes in the brain. In behavioral and neurocognitive research on language attrition and crosslinguistic influence, findings suggest high plasticity as language interaction patterns of bilingual speakers change constantly and from early stages of language acquisition onwards. In this paper we will speculate on possible links between brain plasticity and L1 attrition in adult bilinguals, with particular attention to a number of factors that are put forward in memory frameworks in order to explain forgetting: time elapsed, frequency of L1 use, and interference from L2. In order to better understand the time-scales involved in the plastic changes during bilingual development, we then discuss some recent studies of re-exposure to L1 in formerly attrited immigrants, and their implications with respect to brain plasticity.

Cross-linguistic influence and the MGM

2020 ◽  
Vol 10 (3) ◽  
pp. 369-388
Author(s):  
Marion Grein
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Language Competence ◽  
Awareness Raising ◽  
Crosslinguistic Influence ◽  
Authentic Language ◽  
Subordinate Role ◽  
Social Effort

Abstract Language learning is an interactive, social effort and the role of grammar is no longer focused. Nowadays we consider most language learners to be pluricultural beings aiming at communicative language competence (cf. CEFR 2018) in another language. The role of grammar, thus, plays a subordinate role. Authentic language usage requires the analysis of authentic dialogues (via the Mixed Game Model, MGM) and awareness-raising regarding the phenomenon of language transfer (via Crosslinguistic-influence approaches). These two approaches will be merged within the article – addressed to linguists as well as language teachers.

scholarly journals Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014)

2020 ◽  
pp. 1-9
Author(s):  
Kevin McManus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Explicit Instruction ◽  
Digital Repositories ◽  
Language Knowledge ◽  
L2 Learning ◽  
Crosslinguistic Influence ◽  
Advance Knowledge

Abstract Investigations of crosslinguistic effects in second language acquisition (SLA) have contributed rich understandings about the ways in which prior language knowledge and experience can influence additional language learning. Building on this work, one recent line of research has examined the extent to which SLA findings about crosslinguistic influence can be used to improve L2 learning, indicating that explicit instruction tailored to address the nature of the crosslinguistic learning problem can benefit L2 performance. At the same time, however, this line of inquiry is relatively novel and under-researched. The aim of this paper, therefore, is to suggest further research which might advance knowledge and understanding about the ways in which explicit instruction can facilitate second language (L2) learning of crosslinguistically difficult target features. To this end, I lay the ground for a series of close replications designed to understand the role of prior language knowledge and experience in L2 learning: Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014). These studies were selected because they are grounded in empirical SLA research and SLA theory. In addition, the selected studies facilitate replication because they have either (i) made their data collection materials available in digital repositories or (ii) have robustly described their design and provided the stimuli used.

scholarly journals Crosslinguistic influence and L2 grammar learning: Close replications of Ellis & Sagarra (2011) and Tolentino & Tokowicz (2014)

2020 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Language Learning ◽  
Explicit Instruction ◽  
Learning Problem ◽  
Digital Repositories ◽  
Grammar Learning ◽  
Language Knowledge ◽  
L2 Learning ◽  
Crosslinguistic Influence ◽  
Advance Knowledge

Investigations of crosslinguistic effects in SLA have contributed rich understandings about the ways in which prior language knowledge and experience can influence additional language learning. Building on this work, one recent line of research has examined the extent to which SLA findings about crosslinguistic influence can be used to improve L2 learning, indicating that explicit instruction tailored to address the nature of the crosslinguistic learning problem can improve L2 learning. At the same time, however, this line of inquiry is relatively novel and under-researched. The aim of this paper, therefore, is to suggest further research which might advance knowledge and understanding about the ways in which explicit instruction can facilitate L2 learning of crosslinguistically difficult target features. To this end, I lay the ground for a series of replications designed to understand the role of prior language knowledge and experience in L2 learning: Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014). These studies were selected because they are grounded in empirical SLA research and SLA theory. In addition, these studies facilitate replication because they have either (i) made their data collection materials available in digital repositories or (ii) have robustly described their design and provided the stimuli used.

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