How the Brain Acquires, Processes, and Controls a Second Language

Abutalebi, Jubin; Rosa, Pasquale Anthony Della

doi:10.1002/9781118432501.ch25

Cited by 6 publications

(3 citation statements)

References 95 publications

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“…This evidence converges with the results of an increasing number of studies which suggest that L2 learners/users can process grammatical structures essentially the same way as NSs, using the same areas of the brain (e.g. Abutalebi and Della Rosa, 2012).…”

Section: English As a Second Languagesupporting

confidence: 88%

The psycholinguistics of English

Hall¹

2018

The Routledge Handbook of English Language Studies

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Section: English As a Second Languagesupporting

confidence: 88%

The psycholinguistics of English

Hall¹

2018

The Routledge Handbook of English Language Studies

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“…Functional connectivity analysis focused on two target networks: the language and cognitive control networks, as described by Price ( 2010 , 2012 ) and Abutalebi and Green ( 2007 , 2012 , 2016 ), respectively. In the present study, functional integration values within and across these networks were calculated with NetBrainWork software 3 (Perlbarg et al, 2009 ).…”

Section: Methodsmentioning

confidence: 99%

“…Given that the present paradigm used an oral naming task, only those areas reported to be significantly activated with single-word tasks were included in the target language network, namely the middle temporal gyrus, bilaterally, the left posterior superior temporal gyrus, the bilateral temporal pole, the left angular gyrus, the left inferior frontal gyrus, the left middle-frontal gyrus, the pars opercularis (BA 44), the pars triangularis (BA 45), the inferior frontal sulcus, the left ventral pars opercularis, the left dorsal pars opercularis, the left rolandic operculum, the left pars orbitalis (BA 47); the pre-supplementary motor area, the precentral gyrus, the insula, the left putamen, and the hippocampus, bilaterally (Price, 2010 ). ROIs in the cognitive control network were selected with reference to Abutalebi and Green ( 2007 , 2012 , 2016 ). Thus, there were 11 ROIs in this network, namely the left fusiform gyrus, the left and right postcentral gyri, the right superior parietal lobule, the left and right cingulate gyri, the left anterior cingulate, the left and right inferior frontal gyri, the right limbic lobe, the parahippocampal gyrus, the left frontal lobe and the superior frontal gyrus.…”

Section: Methodsmentioning

confidence: 99%

Second Language Word Learning through Repetition and Imitation: Functional Networks as a Function of Learning Phase and Language Distance

Saidi

Ansaldo

2017

Front. Hum. Neurosci.

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Introduction and Aim: Repetition and imitation are among the oldest second language (L2) teaching approaches and are frequently used in the context of L2 learning and language therapy, despite some heavy criticism. Current neuroimaging techniques allow the neural mechanisms underlying repetition and imitation to be examined. This fMRI study examines the influence of verbal repetition and imitation on network configuration. Integration changes within and between the cognitive control and language networks were studied, in a pair of linguistically close languages (Spanish and French), and compared to our previous work on a distant language pair (Ghazi-Saidi et al., 2013).Methods: Twelve healthy native Spanish-speaking (L1) adults, and 12 healthy native Persian-speaking adults learned 130 new French (L2) words, through a computerized audiovisual repetition and imitation program. The program presented colored photos of objects. Participants were instructed to look at each photo and pronounce its name as closely as possible to the native template (imitate). Repetition was encouraged as many times as necessary to learn the object’s name; phonological cues were provided if necessary. Participants practiced for 15 min, over 30 days, and were tested while naming the same items during fMRI scanning, at week 1 (shallow learning phase) and week 4 (consolidation phase) of training. To compare this set of data with our previous work on Persian speakers, a similar data analysis plan including accuracy rates (AR), response times (RT), and functional integration values for the language and cognitive control network at each measure point was included, with further L1-L2 direct comparisons across the two populations.Results and Discussion: The evidence shows that learning L2 words through repetition induces neuroplasticity at the network level. Specifically, L2 word learners showed increased network integration after 3 weeks of training, with both close and distant language pairs. Moreover, higher network integration was observed in the learners with the close language pair, suggesting that repetition effects on network configuration vary as a function of task complexity.

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The role of language proficiency in the perception of L2 taboo words by late bilingual speakers

Leończyk¹

2016

EUROSLA

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Cognitive research has established that there exists a significant difference between L1 and L2 with regard to emotional speech processing. Harris, Ayçiçeĝi and Gleason (2003) and Dewaele (2004) have shown that L1 taboo words evoke greater emotional arousal than their L2 counterparts. According to Harris (2004), an L2 acquired early and in a naturalistic setting gains the features of L1 in terms of emotional interference. However, the data from one of the areas of emotional speech processing in bilinguals, i.e. the experimental data about late bilinguals, is still scarce. The present study aims to trace the effects of proficiency and language exposure on the perceived emotional charge of L2 taboo and curse words by late bilinguals. 106 highly proficient Polish-English bilinguals, who were students on an English Studies program at the time of testing, took part in the Emotional Stroop task (Williams, Mathews & MacLeod 1996) and their reaction times were measured. The results discussed with reference to previous findings in the literature suggest that the emotional input provided during second language acquisition is too weak to effectively form affective connotations to L2 utterances.

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How the Brain Acquires, Processes, and Controls a Second Language

Cited by 6 publications

References 95 publications

The psycholinguistics of English

The psycholinguistics of English

Second Language Word Learning through Repetition and Imitation: Functional Networks as a Function of Learning Phase and Language Distance

The role of language proficiency in the perception of L2 taboo words by late bilingual speakers

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