東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Examining the Paradox of Adult Secon...

Brainin, Leah.

FindBook

Google Book

Amazon

博客來

Examining the Paradox of Adult Second Language Word and Grammar Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Paradox of Adult Second Language Word and Grammar Learning./
作者:	Brainin, Leah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	226 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
標題:	Language acquisition. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30737682
ISBN:	9798381029468

Examining the Paradox of Adult Second Language Word and Grammar Learning.
Brainin, Leah.

Examining the Paradox of Adult Second Language Word and Grammar Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 226 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2023.

This item must not be sold to any third party vendors.

Background: Adults generally demonstrate advanced cognitive skills compared to children, with second language (L2) learning being a key exception, particularly within the grammar domain. As optimal vocabulary and grammar learning are believed to engage in distinct explicit and implicit learning mechanisms, respectively, the advanced neurocognitive mechanisms underpinning adults' higher-order cognitive skills may particularly interfere with implicit grammar learning. The objective of this dissertation was to examine select neural and cognitive factors that may contribute to word and grammar learning differences. In Study 1, I investigated the neural correlates of artificial vocabulary and morphology learning using functional Near-Infrared Spectroscopy (fNIRS). Despite adults outperforming in explicit vocabulary outcomes compared to implicit grammar generalization, cortical differences between processing the two language components were minimal. On the other hand, significant changes in neural activity were observed in all four cortical lobes over the course of the initial language learning period, demonstrating the widespread cortical engagement inherent in the process of L2 learning. In Study 2, I examined the impact of effortful learning on implicit word and grammar learning outcomes using a modified statistical language learning paradigm with an underlying grammatical pattern. Performance on speeded syllable detection tasks using familiar and unfamiliar targets revealed that effortful and passive learning conditions resulted in comparable implicit learning outcomes related to word segmentation and grammar generalization. Thus, directing effort towards learning neither facilitated nor interfered with implicit L2 attainment. In Study 3, I investigated whether individual differences in statistical learning of words and/or grammatical patterns were related to domain-general cognitive abilities. The findings indicate that performance on tasks evaluating short-term memory, attention, strategic thinking, reasoning, and planning skills were not related to implicit word or grammar learning outcomes. Conclusion:Together, this dissertation presents empirical evidence that adults learn vocabulary more easily than grammatical patterns, but learning success is not related to domain-general cognitive mechanisms, at least concerning implicit representations of language. These findings are discussed in relation to existing literature and emerging theories of L2 learning. This research has important methodological implications and provides valuable insights to inform pedagogical practices for foreign language instruction.

ISBN: 9798381029468Subjects--Topical Terms:

528343
Language acquisition.

Examining the Paradox of Adult Second Language Word and Grammar Learning.
LDR:03984nmm a2200469 4500 001 2397644
005 20240711091805.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798381029468
035 $a (MiAaPQ)AAI30737682
035 $a (MiAaPQ)oaiirlibuwocaetd12256
035 $a AAI30737682
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brainin, Leah. $3 3767421
245 1 0 $a Examining the Paradox of Adult Second Language Word and Grammar Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 226 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
500 $a Advisor: Joanisse, Marc F.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Background: Adults generally demonstrate advanced cognitive skills compared to children, with second language (L2) learning being a key exception, particularly within the grammar domain. As optimal vocabulary and grammar learning are believed to engage in distinct explicit and implicit learning mechanisms, respectively, the advanced neurocognitive mechanisms underpinning adults' higher-order cognitive skills may particularly interfere with implicit grammar learning. The objective of this dissertation was to examine select neural and cognitive factors that may contribute to word and grammar learning differences. In Study 1, I investigated the neural correlates of artificial vocabulary and morphology learning using functional Near-Infrared Spectroscopy (fNIRS). Despite adults outperforming in explicit vocabulary outcomes compared to implicit grammar generalization, cortical differences between processing the two language components were minimal. On the other hand, significant changes in neural activity were observed in all four cortical lobes over the course of the initial language learning period, demonstrating the widespread cortical engagement inherent in the process of L2 learning. In Study 2, I examined the impact of effortful learning on implicit word and grammar learning outcomes using a modified statistical language learning paradigm with an underlying grammatical pattern. Performance on speeded syllable detection tasks using familiar and unfamiliar targets revealed that effortful and passive learning conditions resulted in comparable implicit learning outcomes related to word segmentation and grammar generalization. Thus, directing effort towards learning neither facilitated nor interfered with implicit L2 attainment. In Study 3, I investigated whether individual differences in statistical learning of words and/or grammatical patterns were related to domain-general cognitive abilities. The findings indicate that performance on tasks evaluating short-term memory, attention, strategic thinking, reasoning, and planning skills were not related to implicit word or grammar learning outcomes. Conclusion:Together, this dissertation presents empirical evidence that adults learn vocabulary more easily than grammatical patterns, but learning success is not related to domain-general cognitive mechanisms, at least concerning implicit representations of language. These findings are discussed in relation to existing literature and emerging theories of L2 learning. This research has important methodological implications and provides valuable insights to inform pedagogical practices for foreign language instruction.
590 $a School code: 0784.
650 4 $a Language acquisition. $3 528343
650 4 $a Memory. $3 522110
650 4 $a Brain research. $3 3561789
650 4 $a Neurosciences. $3 588700
650 4 $a Explicit knowledge. $3 3682762
650 4 $a Ethics. $3 517264
650 4 $a Cognitive ability. $3 3560491
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Skills. $3 3221615
650 4 $a Grammar. $3 899712
650 4 $a Hemoglobin. $3 1012003
650 4 $a Second language learning. $3 3542620
650 4 $a Spectrum analysis. $3 520440
650 4 $a Language instruction. $3 3686602
650 4 $a Extracurricular activities. $3 3564358
650 4 $a Adults. $3 2157228
650 4 $a Semantics. $3 520060
650 4 $a Analytical chemistry. $3 3168300
650 4 $a Bilingual education. $3 2122778
650 4 $a Chemistry. $3 516420
650 4 $a Cognitive psychology. $3 523881
650 4 $a Education. $3 516579
650 4 $a Language. $3 643551
650 4 $a Linguistics. $3 524476
650 4 $a Logic. $3 529544
650 4 $a Optics. $3 517925
650 4 $a Psychology. $3 519075
690 $a 0394
690 $a 0444
690 $a 0317
690 $a 0486
690 $a 0282
690 $a 0485
690 $a 0633
690 $a 0515
690 $a 0679
690 $a 0290
690 $a 0395
690 $a 0752
690 $a 0621
710 2 $a The University of Western Ontario (Canada). $3 1017622
773 0 $t Dissertations Abstracts International $g 85-06B.
790 $a 0784
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30737682