Doctoral Dissertation Research: Cross-language Interactions in Beginning Adult Bilinguals

博士论文研究：初级成人双语者的跨语言互动

• 批准号: 1823955
• 负责人: Phillip Holcomb
• 金额: $ 1.81万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1823955&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Cross; language

The United States lags far behind other countries in terms of foreign language success rates, which has far-reaching implications for our engagement, safety, and growth in an increasingly global world. One reason for this lag might be that American students are first introduced to a second language relatively late, often not until high school or college. Learning a second language at these ages can be quite challenging, in part because of the extensive linguistic knowledge that young adults already have in their native language. The goal of the present research is to better understand how different types of native language knowledge influence second language word learning: How does the native language help or hinder second language word learning in young adults and why? Understanding these interactions will further our understanding of how the new second language words are represented in the brain and how they are connected up to the existing linguistic system. The extent to which involvement of the native language differs as a function of learning methodology will also be tested. These studies will help form the foundation for the development of more effective, evidence-based foreign language teaching practices.More specifically, the proposed studies use event-related potentials (ERPs) to track second language word learning among monolingual college students in a laboratory setting. ERPs measure the electrical activity of the brain on a millisecond-by-millisecond basis, which makes them useful for tracking how rapid word recognition processes unfold over time. The focus is on two specific types of native language words and how their relative importance changes over learning time. Aim 1 considers how newly learned second language words (e.g., lait is the French word for 'milk') interact with the mental representations of neighboring native language words (e.g., laid, last), which overlap in form. Aim 2 considers the connections between the second language word representations (e.g., lait) and their native language translation equivalents (e.g., milk), which overlap in meaning. Both types of words play prominent roles in theoretical models of second language learning and processing; however, their specific roles differ substantially across models. Thus, the field is in need of empirical evidence that will adjudicate between these various models and advance our understanding of how newly learned words are integrated with the native language lexicon. Understanding the neurocognitive mechanisms of second language word learning is a prerequisite to developing evidence-based teaching practices and improving foreign language outcomes among young adult students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在外语成功率方面，美国远远落后于其他国家，这对我们日益全球化的世界的参与，安全和增长具有深远的影响。这种滞后的原因之一可能是美国学生首先被引入第二语言，通常要等到高中或大学。在这些年龄段学习第二语言可能会很具有挑战性，部分原因是年轻人已经在母语上拥有广泛的语言知识。本研究的目的是更好地了解不同类型的母语知识如何影响第二语言单词学习：母语如何帮助或阻碍年轻人的第二语言单词学习，为什么？了解这些相互作用将进一步了解我们对新的第二语言单词在大脑中的表示以及如何与现有语言系统的联系。本地语言的参与随着学习方法的函数而不同的程度也将进行测试。这些研究将有助于构成开发更有效的，基于证据的外语教学实践的基础。更具体地说，拟议的研究使用与事件相关的潜力（ERP）在实验室环境中跟踪单语的大学生中的第二语言单词学习。 ERP以毫秒毫米的基础来测量大脑的电活动，这使其可用于跟踪Word识别过程的快速识别过程的发展。重点是两种特定类型的母语单词以及它们的相对重要性如何在学习时间上变化。 AIM 1考虑了新学习的第二语言单词（例如，Lait是“牛奶”的法语单词）与邻近本地语言单词（例如，言论，最后）的心理表示相互作用，这是形式重叠的。 AIM 2考虑了第二语言单词表示（例如Lait）及其本地语言翻译等效物（例如牛奶）之间的联系，这在含义上重叠。两种类型的单词在第二语言学习和处理的理论模型中都起着重要作用。但是，它们的特定角色在各个模型之间有很大差异。因此，该领域需要经验证据，这些证据将在这些模型之间进行裁决，并促进我们对新学习单词如何与母语词典集成在一起的理解。了解第二语言单词学习的神经认知机制是开发基于证据的教学实践并改善年轻成年学生中外语成果的先决条件。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来获得支持的。

项目成果

The role of phonology during visual word learning in adults: An integrative review

• DOI: 10.3758/s13423-019-01647-0
• 发表时间: 2019-12-03
• 期刊: PSYCHONOMIC BULLETIN & REVIEW
• 影响因子: 3.5
• 作者: Meade, Gabriela