Novice Learners, Longitudinal Designs, and Event-Related Potentials: A Means for Exploring the Neurocognition of Second Language Processing

Autor/inn/en	Osterhout, Lee; McLaughlin, Judith; Pitkanen, Ilona; Frenck-Mestre, Cheryl; Molinaro, Nicola
Titel	Novice Learners, Longitudinal Designs, and Event-Related Potentials: A Means for Exploring the Neurocognition of Second Language Processing
Quelle	In: Language Learning, 56 (2006), S.199-230 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2006.00361.x
Schlagwörter	Second Language Learning; Neuropsychology; Language Processing; Longitudinal Studies; Research Design; Models; Adult Learning; Second Language Instruction; Comprehension; Brain; Morphology (Languages); Lexicology + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Neuropsychologie; Sprachverarbeitung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschungsdesign; Analogiemodell; Adulte education; Adult training; Erwachsenenbildung; Fremdsprachenunterricht; Verstehen; Verständnis; Gehirn; Morphology; Morphologie; Lexikologie
Abstract	Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal of this paradigm is to determine how much L2 exposure is needed before learners incorporate L2 knowledge into their online comprehension processes, as reflected in scalp-recorded event-related brain potentials. Our preliminary studies show that some, but not all, aspects of the L2 (including lexical and morphosyntactic aspects) are incorporated into the comprehension system after remarkably little L2 instruction. We discuss the benefits of this paradigm while acknowledging the limitations and potential difficulties associated with it. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10