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

Abstract

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.

Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review

“…It was only the intervention group that yielded significant improvement results in both functional and behavioral measures after the intervention of the language class. In addition, FLL studies conducted among adult learners show that certain teaching methods, such as repetition, imitation, and drilling, can have a positive impact on higher network configuration (Ghazi-Saidi and Ansaldo, 2017).…”

“…• Descriptive studies (Panitsides, 2014); studies not focusing on the research topic, including the studies on bilingualism (Small et al, 1999;Friebe and Schmidt-Heartha, 2013;Clare et al, 2014;Zahodne et al, 2014;Narushima et al, 2018); studies having different age of the subjects (Schlegel et al, 2012;Bak et al, 2016;Ghazi-Saidi and Ansaldo, 2017); and review studies (Antoniou et al, 2013;Klimova, 2018) were excluded.…”

Enhancing Cognitive Performance of Healthy Czech Seniors through Non-Native Language Learning—A Mixed-Methods Pilot Study

“…As far as learning English is concerned, participants had some difficulties with the retention of new words, which is quite common at this age [ 30 ]. This shortcoming can be overcome by regular revision and practicing of new words and phrases [ 31 ], as well as by different teaching and learning strategies, e.g., repetitive, drill-like training, or creating associations [ 13 , 32 ], which may positively affect their higher network configuration [ 33 ]. Attending the course regularly every Wednesday and doing homework also helped the participants enhance their executive skills, such as organizing their everyday schedule more efficiently, as well as concentrating on tasks better.…”

Desirable difficulties while learning collocations in a second language: Conditions that induce L1 interference improve learning

“…If participants typed the collocation exactly as it was shown, the collocation was displayed in blue font; otherwise, the correct collocation appeared in red font (see Figure 1). Overt vocal repetition was used because it has been suggested that it aids learning (e.g., Ghazi-Saidi & Ansaldo, 2017); typed responses allowed to provide automatized feedback during this phase.

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