Second-language learning and changes in the brain

Abstract

Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition.

Fig. 1

ERPs, recorded at electrode site Cz. Onset of critical word is indicated by vertical calibration line, which represent 5 yV. Negative voltage is plotted up. Each hashmark indicates 100 ms. (a) ERP response to semantically well-formed (solid line) and anomalous (dashed line) critical words.(b) ERP response to syntactically well-formed (solid line) and anomalous (dashed line) critical words. (Adapted from Osterhout & Nicol, 1999).

Fig. 2

ERPs to the French (L2) verbal person agreement condition, for fast learners. (a) Session 1. (b) Session 2. (c) Session 3.

Fig. 3

LORETA solutions at 400 and 600 ms to critical words in the well-formed versions of sentences in the verbal person agreement condition (left panel = English (L1) sentences; right panel = French (L2) sentences).

Fig. 4

Variability in VBM signal. A color-coded map depicting heterogeneity in variability is overlaid onto a GM probability density map. Yellow and red areas represent increased variability in GM density estimates.