scholarly journals Neural Mechanism of Second Language Processing in Korean-English Bilingual Children

2019 ◽  
Vol 80 (6) ◽  
pp. 1160
Author(s):  
Yun Young Lee ◽  
Byung Hyun Baek ◽  
Seul Kee Kim ◽  
Il-woo Park ◽  
Gwang Woo Jeong ◽  
...  
2001 ◽  
Author(s):  
Thad Polk ◽  
Charles Behensky ◽  
Heather Pond ◽  
Stefan Frisch ◽  
Marilyn Shatz ◽  
...  

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya

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.


2011 ◽  
Vol 32 (4) ◽  
pp. 799-819 ◽  
Author(s):  
RAJANI SEBASTIAN ◽  
ANGELA R. LAIRD ◽  
SWATHI KIRAN

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.


Proglas ◽  
2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Iliyana Dimitrova ◽  
◽  
◽  

he study examines some linguistic errors in the process of learning Bulgarian by Bulgarian-English bilingual children and by native English speakers who study Bulgarian as a second language. The emphasis is on some typical interference errors which are common (identical) for both the bilingual children’s speech and the speech of native English speakers learning Bulgarian as a second language. Based on the analyzed aberration corpus, the opinion we give is that many of the processes taking place during the acquisition of the Bulgarian language are the same for both bilingual children with English and native English speakers.


2016 ◽  
Vol 20 (4) ◽  
pp. 702-703 ◽  
Author(s):  
ANTON MALKO ◽  
LARA EHRENHOFER ◽  
COLIN PHILLIPS

Analyzing L2 sentence processing in terms of cue-based memory retrieval is promising. But this useful general framework has yet to become a specific theory of L1-L2 differences.


10.1075/bpa.4 ◽  
2017 ◽  
Author(s):  
Bronwen Patricia Dyson ◽  
Gisela Håkansson

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