Syntactic processing in bilinguals: An fNIRS study

Massive Multiple Online Role-Playing Games (MMORPGs) have increased in popularity among children, juveniles, and adults since MMORPGs’ appearance in this digital age. MMORPGs can be applied to enhancing language learning, which is drawing researchers’ attention from different fields and many studies have validated MMORPGs’ positive effect on language learning. However, there are few studies on the underlying behavioral or neural mechanism of such effect. This paper reviews the educational application of the MMORPGs based on relevant macroscopic and microscopic studies, showing that gamers’ overall language proficiency or some specific language skills can be enhanced by real-time online interaction with peers and game narratives or instructions embedded in the MMORPGs. Mechanisms underlying the educational assistant role of MMORPGs in second language learning are discussed from both behavioral and neural perspectives. We suggest that attentional bias makes gamers/learners allocate more cognitive resources toward task-related stimuli in a controlled or an automatic way. Moreover, with a moderating role played by activation of reward circuit, playing the MMORPGs may strengthen or increase functional connectivity from seed regions such as left anterior insular/frontal operculum (AI/FO) and visual word form area to other language-related brain areas.

Section: Conclusion and Future Studymentioning

confidence: 99%

Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms

Zhang¹,

Song²,

Liu³

et al. 2017

“…Participants consented after clear descriptions of the study procedure. Participants responded to a thorough questionnaire based on the work of Paradis and Libben ( 1987 ), Flege ( 1999 ) and Silverberg and Samuel ( 2004 ), which had been used in our previous studies (Scherer et al, 2012 ; Ghazi-Saidi et al, 2013 , 2015 ; Ghazi-Saidi and Ansaldo, 2016 ). All participants matched for the amount of their exposure to French, mother tongue and English during the 4 weeks of training; they all attended the same full time French course, listened to the same amount of television/radio and held the same amount of interaction with speakers of French, L1 and English.…”

Section: Methodsmentioning

confidence: 99%

Second Language Word Learning through Repetition and Imitation: Functional Networks as a Function of Learning Phase and Language Distance

Saidi

Ansaldo

2017

Introduction and Aim: Repetition and imitation are among the oldest second language (L2) teaching approaches and are frequently used in the context of L2 learning and language therapy, despite some heavy criticism. Current neuroimaging techniques allow the neural mechanisms underlying repetition and imitation to be examined. This fMRI study examines the influence of verbal repetition and imitation on network configuration. Integration changes within and between the cognitive control and language networks were studied, in a pair of linguistically close languages (Spanish and French), and compared to our previous work on a distant language pair (Ghazi-Saidi et al., 2013).Methods: Twelve healthy native Spanish-speaking (L1) adults, and 12 healthy native Persian-speaking adults learned 130 new French (L2) words, through a computerized audiovisual repetition and imitation program. The program presented colored photos of objects. Participants were instructed to look at each photo and pronounce its name as closely as possible to the native template (imitate). Repetition was encouraged as many times as necessary to learn the object’s name; phonological cues were provided if necessary. Participants practiced for 15 min, over 30 days, and were tested while naming the same items during fMRI scanning, at week 1 (shallow learning phase) and week 4 (consolidation phase) of training. To compare this set of data with our previous work on Persian speakers, a similar data analysis plan including accuracy rates (AR), response times (RT), and functional integration values for the language and cognitive control network at each measure point was included, with further L1-L2 direct comparisons across the two populations.Results and Discussion: The evidence shows that learning L2 words through repetition induces neuroplasticity at the network level. Specifically, L2 word learners showed increased network integration after 3 weeks of training, with both close and distant language pairs. Moreover, higher network integration was observed in the learners with the close language pair, suggesting that repetition effects on network configuration vary as a function of task complexity.

“…Given that students pass standardized placement tests and a thorough interview to be admitted to these courses, this ensured an equal amount of exposure to L2 at recruitment and an equivalent level of L2 knowledge. In addition, baseline in L2 proficiency was determined by means of a questionnaire based on the work of Paradis and Libben (1987) , Flege (1999) , Silverberg and Samuel (2004) used in previous studies in our laboratory ( Raboyeau et al, 2010 ; Scherer et al, 2012 ; Marcotte and Ansaldo, 2014 ). This modified version of the questionnaire gives information on the participants’ level of proficiency, L2 language use as well as the duration of the L2 courses (refer to Table 2 for details).…”

Section: Methodsmentioning

confidence: 99%

How native-like can you possibly get: fMRI evidence for processing accent

Saidi

Dash

Ansaldo

2015

Introduction: If ever attained, adopting native-like accent is achieved late in the learning process. Resemblance between L2 and mother tongue can facilitate L2 learning. In particular, cognates (phonologically and semantically similar words across languages), offer the opportunity to examine the issue of foreign accent in quite a unique manner.Methods: Twelve Spanish speaking (L1) adults learnt French (L2) cognates and practiced their native-like pronunciation by means of a computerized method. After consolidation, they were tested on L1 and L2 oral picture- naming during fMRI scanning.Results and Discussion: The results of the present study show that there is a specific impact of accent on brain activation, even if L2 words are cognates, and belong to a pair of closely related languages. Results point that the insula is a key component of accent processing, which is in line with reports from patients with foreign accent syndrome following damage to the insula (e.g., Katz et al., 2012; Moreno-Torres et al., 2013; Tomasino et al., 2013), and healthy L2 learners (Chee et al., 2004). Thus, the left insula has been consistently related to the integration of attentional and working memory abilities, together with fine-tuning of motor programming to achieve optimal articulation.