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Explicit Performance in Girls and Implicit Processing in Boys: A Simultaneous fNIRS–ERP Study on Second Language Syntactic Learning in Young Adolescents
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Explicit Performance in Girls and Implicit Processing in Boys: A Simultaneous fNIRS–ERP Study on Second Language Syntactic Learning in Young Adolescents
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Explicit Performance in Girls and Implicit Processing in Boys: A Simultaneous fNIRS–ERP Study on Second Language Syntactic Learning in Young Adolescents
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Journal Article
Explicit Performance in Girls and Implicit Processing in Boys: A Simultaneous fNIRS–ERP Study on Second Language Syntactic Learning in Young Adolescents
2018
Overview
Learning a second language (L2) proceeds with individual approaches to proficiency in the language. Individual differences including sex, as well as working memory (WM) function appear to have strong effects on behavioral performance and cortical responses in L2 processing. Thus, by considering sex and WM capacity, we examined neural responses during L2 sentence processing as a function of L2 proficiency in young adolescents. In behavioral tests, girls significantly outperformed boys in L2 tests assessing proficiency and grammatical knowledge, and in a reading span test (RST) assessing WM capacity. Girls, but not boys, showed significant correlations between L2 tests and RST scores. Using functional near-infrared spectroscopy (fNIRS) and event-related potential (ERP) simultaneously, we measured cortical responses while participants listened to syntactically correct and incorrect sentences. ERP data revealed a grammaticality effect only in boys in the early time window (100-300 ms), implicated in phrase structure processing. In fNIRS data, while boys had significantly increased activation in the left prefrontal region implicated in syntactic processing, girls had increased activation in the posterior language-related region involved in phonology, semantics, and sentence processing with proficiency. Presumably, boys implicitly focused on rule-based syntactic processing, whereas girls made full use of linguistic knowledge and WM function. The present results provide important fundamental data for learning and teaching in L2 education.
