Do adults acquire a second orthography using their native reading network?

Martin, Lea; Hirshorn, Elizabeth A.; Durisko, Corrine; Moore, Michelle W.; Schwartz, R.; Zheng, Yihao; Fiez, Julie A.

doi:10.1016/j.jneuroling.2018.03.004

Cited by 2 publications

(1 citation statement)

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“…Many believe that adults maintain the ability to acquire literacy in their native language (L1) to the same extent as they did during childhood. Nevertheless, considering the fundamental concepts of neural plasticity and the limited available empirical evidence, it is necessary to scrutinize this assumption (Martin et al, 2019). Besides, adult's motivation to learn English is frequently influenced by their needs of living (Sabanashvili & Garibashvili, 2022).…”

Section: Introductionmentioning

confidence: 99%

“How I Learn English in Efl Context”: A Psycolinguistic Analysis on Second Language Acquisition of Adult Learners

Keramas,

Mahendra

2024

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This study explores the psycholinguistic phenomenon in the context of second language acquisition of adult learners who work in hospitality industry at tourist destinations, with a case study at popular tourist sites in Bali. The main goal of this research is to identify and analyze the strategies and challenges faced by workers in learning and using a second language in their daily interactions with foreign tourists. This study utilizes primary data collected from direct observations and interviews with 55 workers at various tourist sites in Bali. Respondents were selected based on criteria such as having regular interactions with foreign tourists and at least one year of work experience in the tourism sector. Additionally, secondary data was obtained from a literature review of previous studies on psycholinguistics and second language acquisition. The methodology employed is a qualitative descriptive approach, in which the collected data is analyzed to understand the psycholinguistic aspects of second language acquisition. The results indicate that factors like a multilingual work environment and customs, personal motivation, age, and social support play a significant role in the process of acquiring a second language. Three main types of strategies identified in second language learning are cognitive, social, and affective strategies. This research provides new insights into second language acquisition in the tourism setting and recommendations for second language learning for tourism practitioners.

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Section: Introductionmentioning

confidence: 99%

“How I Learn English in Efl Context”: A Psycolinguistic Analysis on Second Language Acquisition of Adult Learners

Keramas,

Mahendra

2024

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The VWFA Is the Home of Orthographic Learning When Houses Are Used as Letters

Martin¹,

Durisko

Moore

et al. 2019

eNeuro

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Learning to read specializes a portion of the left mid-fusiform cortex for printed word recognition, the putative visual word form area (VWFA). This study examined whether a VWFA specialized for English is sufficiently malleable to support learning a perceptually atypical second writing system. The study utilized an artificial orthography, HouseFont, in which house images represent English phonemes. House images elicit category-biased activation in a spatially distinct brain region, the so-called parahippocampal place area (PPA). Using house images as letters made it possible to test whether the capacity for learning a second writing system involves neural territory that supports reading in the first writing system, or neural territory tuned for the visual features of the new orthography. Twelve human adults completed two weeks of training to establish basic HouseFont reading proficiency and underwent functional neuroimaging pre and post-training. Analysis of three functionally defined regions of interest (ROIs), the VWFA, and left and right PPA, found significant pre-training versus post-training increases in response to HouseFont words only in the VWFA. Analysis of the relationship between the behavioral and neural data found that activation changes from pre-training to post-training within the VWFA predicted HouseFont reading speed. These results demonstrate that learning a new orthography utilizes neural territory previously specialized by the acquisition of a native writing system. Further, they suggest VWFA engagement is driven by orthographic functionality and not the visual characteristics of graphemes, which informs the broader debate about the nature of category-specialized areas in visual association cortex.

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Do adults acquire a second orthography using their native reading network?

Cited by 2 publications

References 48 publications

“How I Learn English in Efl Context”: A Psycolinguistic Analysis on Second Language Acquisition of Adult Learners

“How I Learn English in Efl Context”: A Psycolinguistic Analysis on Second Language Acquisition of Adult Learners

The VWFA Is the Home of Orthographic Learning When Houses Are Used as Letters

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