Doctoral Dissertation Research: How language experience and cognitive control shape new language learning

博士论文研究：语言体验和认知控制如何塑造新语言学习

• 批准号: 2042252
• 负责人: Judith Kroll
• 金额: $ 1.77万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-15 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2042252&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; How; language

Adult language learning is of primary social importance, but most research has overlooked the influences of the linguistic environment of the learner and of previous language history. Recent research suggests that there is significant variation in adult language learning outcomes. This variation likely comes not only from individual differences in cognitive skills but also from differences in previous language experience. The vast majority of research on adult language learning has focused on individuals who are learning a second language for the first time. In today's globalized society, however, the majority of people learning a new language already know or have considerable exposure to more than one language. In order to fully understand new language learning in adults and to design effective pedagogical methods, it is important to consider how cognitive abilities and previous language experience impact the learning process. This project takes a novel approach by teaching a third language to people who are already bilingual with many years of second language experience. This will enable examination of the impact of the context of learning as well as individual differences in cognitive skills. In order to understand language learning in situations where there is cultural and linguistic diversity, the planned study will take place at a university with a large and diverse student population. The planned study also aims to benefit the student participants by providing training opportunities in language science, thereby helping to support an increase in the diversity of the scientific workforce.The context in which language learning and language use occur has a range of consequences for communication and cognition. Some learning contexts are linguistically diverse, with ambient exposure to languages that may not be known or used, whereas others are more uniform, with a single majority language that dominates. Recent studies suggest that ambient language exposure may itself benefit phonetic learning. Other studies suggest that the regulation of the two languages in different contexts may produce a variety of consequences for the way in which cognitive control mechanisms are engaged. For example, bilinguals living in environments where their non-dominant language is supported may rely more on proactive control. The planned research will compare the performance of two groups of bilinguals in the US as they learn a novel language. One group lives in a region with ambient exposure to the novel language in their environment. The other group lives in a largely monolingual English environment with little linguistic diversity. Both groups are immersed in English, their non-dominant language, although the second group is immersed in English to a greater extent. Participants will complete a series of tasks to learn morphosyntax (gender assignment) and certain phonetic distinctions in the third, novel language. The ability to engage proactive control resources and ambient exposure are hypothesized to lead to enhanced learning outcomes.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.

成人语言学习具有首要的社会重要性，但大多数研究忽视了学习者的语言环境和先前语言历史的影响。最近的研究表明，成人语言学习结果存在显着差异。这种差异可能不仅来自认知技能的个体差异，还来自先前语言经验的差异。绝大多数关于成人语言学习的研究都集中在第一次学习第二语言的个人。然而，在当今的全球化社会中，大多数学习新语言的人已经了解或大量接触了不止一种语言。为了充分理解成人的新语言学习并设计有效的教学方法，重要的是要考虑认知能力和先前的语言经验如何影响学习过程。该项目采用了一种新颖的方法，向具有多年第二语言经验的双语人士教授第三语言。这将能够检查学习环境的影响以及认知技能的个体差异。 为了了解存在文化和语言多样性的情况下的语言学习，计划的研究将在一所拥有大量且多样化学生群体的大学进行。计划中的研究还旨在通过提供语言科学方面的培训机会来使学生参与者受益，从而有助于支持科学劳动力多样性的增加。语言学习和语言使用发生的背景对沟通和交流产生一系列影响。认识。一些学习环境在语言上是多样化的，环境中接触的语言可能是未知或不使用的，而其他学习环境则更加统一，以单一的多数语言占主导地位。最近的研究表明，环境语言接触本身可能有利于语音学习。其他研究表明，在不同背景下对两种语言的调节可能会对认知控制机制的参与方式产生多种后果。例如，生活在支持其非主导语言的环境中的双语者可能更多地依赖主动控制。计划中的研究将比较美国两组双语者学习新语言的表现。 一组人生活在一个经常接触新语言的地区。另一群人生活在基本上是单语的英语环境中，几乎没有语言多样性。两组人都沉浸在英语中，这是他们的非主导语言，尽管第二组人沉浸在英语中的程度更大。参与者将完成一系列任务来学习第三种新语言的形态句法（性别分配）和某些语音区别。假设利用主动控制资源和环境暴露的能力可以提高学习成果。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。