ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers

Nickels, Stefanie; Opitz, Bertram; Steinhauer, Karsten

doi:10.1016/j.neulet.2013.10.019

Cited by 15 publications

(24 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is best summarized by Bardin (2012) in an editorial in the journal Nature. The use of prosody, rhyme and music has been shown to switch on the neurological processes as also shown by Nickels, Opitz and Steinhauer (2013). They found in a class of adult German L2 English learners, that by creating Event Related Potentials (ERPs), neurological links were created that made L2 language learning easier.…”

Section: Problems Of Apply Phonics For L2 Instructionmentioning

confidence: 88%

“…We concentrated on phonics techniques which taught both PG decoding, the ability to recognise and spell correctly any given oral expression, and GP decoding, or the ability to pronounce written sentences correctly. These phonics techniques, according to Nickels et al (2013), concentrated on the prosodic emphasis of supra-segmental phrasing. Thus, in the terms of this trial, prosody is defined as a series of exercises (see appendix 3), which use the natural prosody of rhymes, songs or dictation to reinforce phonic patterns.…”

Section: Definitionsmentioning

confidence: 99%

“…Thus, in the terms of this trial, prosody is defined as a series of exercises (see appendix 3), which use the natural prosody of rhymes, songs or dictation to reinforce phonic patterns. These in turn, create Event Related Potential (ERP) events, which Nickels et al (2013) among others, describe as being crucial to open neurological circuits for efficient learning. ERPs can be defined as neuro-imaging, which potentially show effective events/ methods that could scaffold an individual's learning process.…”

Section: Definitionsmentioning

confidence: 99%

“…In another neurological slant on language learning, Nickels et al (2013) looked at the effects of Event Related Potentials (ERP), neurological events which aid retention, on L2 acquisition. They show that prosodic activity neurologically 'switches' language acquisition on through ERPs, even in a classroom-only environment.…”

Section: Neurological and Psychological Developments On Language Learmentioning

confidence: 99%

“…However, despite a long tradition (for example, Chomsky & Halle, 1968, Jones, 1996 of acceptance that the relationship between phonology and orthography and in particular the phoneme-grapheme code is crucial, decoding skills are still considered peripheral in the TESOL literature. There has been recent neurological linguistic research that points to the link between prosody and the application of teaching methods (Nickels, Opitz, & Steinhauer, 2013). These are in effect basic phonics techniques, specifically related to improving both orthography (phoneme-grapheme decoding PG) and pronunciation (grapheme-phoneme decoding GP).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Coates

Gorham

Nicholas

2018

GIST

View full text Add to dashboard Cite

Recent neurological breakthroughs in our understanding of the Critical Period Hypothesis and prosody may suggest strategies on how phonics instruction could improve L2 language learning and in particular phoneme/grapheme decoding. We therefore conducted a randomised controlled-trial on the application of prosody and phonics techniques, to improve phoneme-grapheme decoding, to test these findings on a typical late high school cohort of Italians. A trial group of 24, 17-18 year-olds followed a short 10-week, 20-hour trial course and were compared to a control (14 students) preparing for the Cambridge First Certificate exam. The trial group were given phoneme/grapheme decoding material and event-related-potential reinforcement in substitution of traditional exam practice, taught from a current textbook and web-site material. Results showed that the trial-group significantly improved in both orthography (p=0.048) and pronunciation (p=0.000), in particular in the long vowel and digraph categories. Furthermore, they significantly improved in a shortened interview category (p=0.024), for lexis, discourse and pronunciation. Due to the trial’s small size, we concentrated on reducing type 2 statistical errors to a minimum. We believe that our results confirmed the neurological findings of the use of prosody in TESOL and confirmed the validity of phonics techniques for L2 teaching. We also consider that the results are sufficiently robust to warrant a full-sized trial of phonics and prosody as a valid TESOL teaching technique

show abstract

Section: Problems Of Apply Phonics For L2 Instructionmentioning

confidence: 88%

Section: Definitionsmentioning

confidence: 99%

Section: Definitionsmentioning

confidence: 99%

Section: Neurological and Psychological Developments On Language Learmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Coates

Gorham

Nicholas

2018

GIST

View full text Add to dashboard Cite

show abstract

Flying Free: Unfettering the Spirit of Innovation in Doctoral Level Language Education Programmes

Sangarun¹,

Lian²

2015

Innovation in Language Learning and Teaching

View full text Add to dashboard Cite

Chapter 3. Cross-language influences in the processing of L2 prosody

Calhoun

Warren

Yan

2023

Cross-Language Influences in Bilingual Processing and Second Language Acquisition

View full text Add to dashboard Cite

Prosodic cues play a key role in speech processing at multiple levels of linguistic structure. Despite this, research on the role of prosodic cues in second language (L2) speech processing, and on how prosody interacts with other linguistic systems, is comparatively underdeveloped. Meanwhile, our understanding of prosodic systems and their typological variation is substantially matured, making this an ideal time to grow such research. We briefly outline key models aiming to explain acquisition and use of prosody by L2 learners. We then explore cross-language influences in the processing of L2 prosody in four areas which have received the most attention to date: word segmentation, syntactic processing, information structure and pragmatics/global features. We end by highlighting key directions for future research.

show abstract

ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers

Cited by 15 publications

References 14 publications

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Flying Free: Unfettering the Spirit of Innovation in Doctoral Level Language Education Programmes

Chapter 3. Cross-language influences in the processing of L2 prosody

Contact Info

Product

Resources

About