EXPLICIT AND IMPLICIT SECOND LANGUAGE TRAINING Morgan-Short et al

WHAT’S SO INTERESTING? Second language learning and the processes behind it Second language learning and the processes behind it Personal experiences Personal experiences Emphasis on second language learning as a culture Emphasis on second language learning as a culture

EXPLICIT AND IMPLICIT TRAINING Explicit training – traditional, grammar focused classroom learning Explicit training – traditional, grammar focused classroom learning Implicit training – immersion Implicit training – immersion

FIRST LANGUAGE PROCESSING Native speech obtained before the theoretical “critical period” of approximately 12 years old Native speech obtained before the theoretical “critical period” of approximately 12 years old N400 neural response that occurs 400 milliseconds after a bad structure formation N400 neural response that occurs 400 milliseconds after a bad structure formation “John likes his coffee with milk and concrete*” “John likes his coffee with milk and concrete*” Written words peak at 400 milliseconds Written words peak at 400 milliseconds Spoken word is longer lasting Spoken word is longer lasting Reliance on declarative memory – consciously recalled memory Reliance on declarative memory – consciously recalled memory ANs (anterior negativities) and P600 neural response occurs 600 milliseconds after a bad structure formation ANs (anterior negativities) and P600 neural response occurs 600 milliseconds after a bad structure formation Reflect procedural memory - part of long term memory dealing with procedural (motor) skills Reflect procedural memory - part of long term memory dealing with procedural (motor) skills These two in conjunction are linked to how we determine the grammaticality of a given phrase (“…controlled processing and structural reanalysis in native speakers”) These two in conjunction are linked to how we determine the grammaticality of a given phrase (“…controlled processing and structural reanalysis in native speakers”)

THE BIG QUESTION Do we see evidence of the same neural activity in second language processing (L2) that we find in first language processing(L1)?

LOOKING AT NEURAL ACTIVITY – scalp recorded electrophysiological brain activity Electroencephalography (EEG)– scalp recorded electrophysiological brain activity Reveals the implicit and explicit training effects on neural activitiy Reveals the implicit and explicit training effects on neural activitiy Event-related potentials – electrical activity recorded from the EEG Event-related potentials – electrical activity recorded from the EEG Provides a clear frame of reference for L1 processing Provides a clear frame of reference for L1 processing

WHAT DID THEY DO? Participants were trained in an artificially created language that mimicked actual, existing speech Participants were trained in an artificially created language that mimicked actual, existing speech Spanned out over the course of three days – divided into two training groups Spanned out over the course of three days – divided into two training groups Implicit training group – immersion focused Implicit training group – immersion focused Explicit training group – typical classroom teaching (grammar and language rules explained) Explicit training group – typical classroom teaching (grammar and language rules explained) Given sets of sentences that were either grammatically correct or grammatically incorrect Given sets of sentences that were either grammatically correct or grammatically incorrect Asked to judge whether correct or incorrect while hooked to EEG Asked to judge whether correct or incorrect while hooked to EEG

BROCANTO2

WHAT DID THEY FIND? Participants who received implicit training displayed the same neural activity for the second language that is found in first language processing Participants who received implicit training displayed the same neural activity for the second language that is found in first language processing Participants who received explicit training did not elicit the same neural response Participants who received explicit training did not elicit the same neural response However, their language proficiency (behavior) was the same no matter which method was used However, their language proficiency (behavior) was the same no matter which method was used

WHAT IT MEANS There is no behavioral evidence to suggest that one method of training is superior to the other There is no behavioral evidence to suggest that one method of training is superior to the other ERPs differences cannot be the result of performance differences ERPs differences cannot be the result of performance differences On the other hand, there is a neural effect – L2 speakers who receive implicit training show native-like ERPs On the other hand, there is a neural effect – L2 speakers who receive implicit training show native-like ERPs Presence of N400 means that L2 learners rely on lexical/semantic mechanisms and declarative memory Presence of N400 means that L2 learners rely on lexical/semantic mechanisms and declarative memory P600 gives evidence for native-like processing by L2 learners P600 gives evidence for native-like processing by L2 learners L2 learners begin to rely on procedural memory L2 learners begin to rely on procedural memory Inconsistent with previous findings Inconsistent with previous findings

WHERE DO WE GO FROM HERE? Other aspects that are affected? Other aspects that are affected? Does grammatical similarity have an affect? Does grammatical similarity have an affect? Finding a way (if there is one) to get native-like brain activation from explicit training Finding a way (if there is one) to get native-like brain activation from explicit training What about speakers that received a combination of training types? How does their processing differ? What about speakers that received a combination of training types? How does their processing differ?

QUESTIONS? Comments and criticisms are also appreciated