A Longitudinal Investigation of the Effects of Language Instruction versus Immersion on Cognitive Functions in Young Adult Chinese Speakers Learning English

Autor/inn/en	Xia, Lihua; Bak, Thomas H.; Vega-Mendoza, Mariana; Sorace, Antonella
Titel	A Longitudinal Investigation of the Effects of Language Instruction versus Immersion on Cognitive Functions in Young Adult Chinese Speakers Learning English
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 1, S.189-211 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xia, Lihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000158
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Cognitive Processes; Comparative Analysis; Longitudinal Studies; Chinese; Native Language; Intensive Language Courses; Teaching Methods; Undergraduate Students; Student Characteristics; Matched Groups; Intelligence Tests; Inhibition; Immersion Programs; Language Tests; Visual Stimuli; Auditory Stimuli + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; China; Chinesen; Intensivkurs; Sprachkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligence test; Intelligenztest; Hemmung; Immersionsprogramm; Language test; Sprachtest; Auditive Stimulation
Abstract	The current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses taught in English (L2-immersion group). Four repeated assessments were conducted over 10 weeks: precourse (baseline) and postcourse assessments, and two interim assessments every 3 weeks. Both groups matched on background variables (e.g., intelligence) and showed comparable cognitive performance in all measures at the baseline. The longitudinal results showed a similar improvement in both groups for most cognitive measures, such as visual and auditory inhibition. The only significant group difference was observed in the auditory inhibition test, where the L2-instruction group outperformed the L2-immersion group. Taken together, our results suggest a specific effect of language experience and an overall effect of linguistic context on cognitive functions. (As Provided).
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Update	2024/1/01