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; 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.

成人语言学习至关重要，但大多数研究都忽略了学习者语言环境和以前的语言历史的影响。最近的研究表明，成人语言学习成果有很大差异。这种差异不仅可能来自认知技能的个体差异，而且还来自以前语言经验的差异。关于成人语言学习的绝大多数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，大多数人学习新语言已经知道或已经相当多地接受一种语言。为了充分了解成年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以前的语言经验如何影响学习过程。该项目通过向已经具有多年第二语言经验的双语的人讲授第三种语言来采用一种新颖的方法。这将使学习环境的影响以及认知技能的个体差异。 为了在存在文化和语言多样性的情况下了解语言学习，计划的研究将在一所拥有大量学生人数的大学进行。计划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，从而帮助支持科学劳动力的多样性的增加。语言学习和语言使用的背景对交流和认知具有一系列后果。某些学习环境在语言上是多种多样的，环境暴露于可能未知或使用的语言中，而其他语言则更加统一，单一的多数语言主导。最近的研究表明，环境语言曝光本身可能受益于语音学习。其他研究表明，在不同情况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各种后果。例如，生活在支持非主导语言的环境中的双语者可能更多地依赖于主动控制。计划的研究将比较美国两组双语者学习新语言时的表现。 一个小组生活在一个环境中环境中的环境中的地区。另一个小组生活在很大程度上是单语的英语环境中，语言多样性很少。尽管第二组在更大程度上浸入英语中，但两组都沉浸在英语中，尽管第二组浸入了英语。参与者将完成一系列任务，以学习形态元素（性别分配）和第三种新语言中的某些语音差异。假设参与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的法定任务，并且使用基金会的知识分子优点和更广泛的影响审查标准，被认为值得通过评估来获得支持。