Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing

Grey, Sarah; Sanz, Cristina; Morgan‐Short, Kara; Ullman, Michael T.

doi:10.1017/s1366728917000426

Cited by 41 publications

(41 citation statements)

References 121 publications

(216 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Quite a bit of research investigated these possible effects on L3 learning (e.g. Kassaian & Esmae'li 2011;Grey et al, 2018;Sanz 2000). As Grey et al (2018) point out, the better performance in some linguistic aspects of the bilingual learner in additional language learning may be the result of the advantages that bilinguals have compared to the monolinguals.…”

Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

View full text Add to dashboard Cite

There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still developing L2 system within the learner. According to Complex Dynamic Systems Theory (CDST), language development depends on limited resources. In simultaneous L2 and L3 (L2 + L3) learners, these resources have to be used for learning two languages, reducing the resources available for L2 learning. This might lead, firstly, to a slower L2 development in L2 + L3 learners than in L2 only learners, and secondly, to more variability in the L2 during the learning process. In the current study, we traced the L2 English writing proficiency scores (both in terms of gains and variability) of two groups of L1 Chinese learners within one academic year. One group learnt English only (L2) and the other group learnt English and Russian simultaneously. Results show that the L2 + L3 learners did not develop their L2 to a lesser extent than the L2 learners did, but they showed more variability over time in one sub-area (fluency) of L2 writing proficiency. The implications are discussed.

show abstract

Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

View full text Add to dashboard Cite

show abstract

“…Paap et al (2015), for instance, suggest that if BAs exist they are restricted to specific aspects of bilingual experience that enhance only specific components of executive function. Along similar lines, in one of the only studies on differences in syntactic processing between monolinguals and bilinguals, Grey, Sanz, Morgan-Short, and Ullman (2017) examined behavioural and neural correlates of learning an additional (artificial) language in early Mandarin–English bilinguals, compared to English monolinguals. While bilinguals and monolinguals showed distinct event-related potential (ERP) patterns, they did not differ on behavioural measures.…”

Section: What Older Learners Bring To the Learning Of Additional Langmentioning

confidence: 99%

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

Pfenninger

Singleton

2019

Lang. Teach.

View full text Add to dashboard Cite

While there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for THEM. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

show abstract

“…ERPs reflect real-time brain activity elicited in response to an external time-locked event, such as a word in a sentence, and their excellent temporal precision enables researchers to elucidate aspects of language processing in fine-grained detail. Grey et al (2018) compared Chinese L1–English L2 bilinguals and English monolinguals on their learning of Brocanto2, an artificial language developed by Morgan-Short and colleagues (following Brocanto; Friederici et al, 2002). Brocanto2 is composed of a lexicon of nouns, adjectives, verbs, and adverbs and Brocanto2 grammar includes word order rules and grammatical gender agreement.…”

Section: Comparing Morphosyntactic Processing In Bilinguals and Monolmentioning

confidence: 99%

“…Brocanto2 is composed of a lexicon of nouns, adjectives, verbs, and adverbs and Brocanto2 grammar includes word order rules and grammatical gender agreement. Grey et al (2018) focused on Brocanto2 syntactic word order. In the study, all participants were trained under an explicit, metalinguistic condition.…”

Section: Comparing Morphosyntactic Processing In Bilinguals and Monolmentioning

confidence: 99%

“…All three reflect small-scale linguistic systems that are composed of a few grammar structures which are consistent with natural language structures. Additionally, they integrate lexical-semantics and grammar and can be fully spoken and understood (unlike artificial grammars; for further discussion, see Grey, Sanz, Morgan-Short & Ullman, 2018;Grey & Tagarelli, 2018). The systems differ mainly with respect to their lexical inventories 1 .…”

mentioning

confidence: 99%

See 1 more Smart Citation

What can artificial languages reveal about morphosyntactic processing in bilinguals?

Grey

2019

Bilingualism

Self Cite

View full text Add to dashboard Cite

This article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual second language grammar processing is discussed, with specific consideration of hypothesized bilingual advantages at language learning. Finally, future directions in artificial language learning research on bilingual morphosyntactic processing are considered.

show abstract

Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing

Cited by 41 publications

References 121 publications

Learning an L2 and L3 at the same time: help or hinder?

Learning an L2 and L3 at the same time: help or hinder?

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

What can artificial languages reveal about morphosyntactic processing in bilinguals?

Contact Info

Product

Resources

About