Implicit and explicit second language training recruit common neural mechanisms for syntactic processing.

Area of Science:

• Neuroscience
• Psycholinguistics
• Cognitive Science

Background:

• Second language acquisition in adults varies greatly, influenced by explicit instruction or implicit exposure.
• Neural mechanisms underlying second language grammar processing are not fully understood, especially concerning learning environments.

Purpose of the Study:

• To investigate if implicit versus explicit learning conditions affect the neural mechanisms for processing novel second language (L2) grammar.
• To compare electroencephalography (EEG) event-related potential (ERP) responses to syntactic rule violations in L2 learners.

Main Methods:

• A laboratory language-learning paradigm was used to teach novel L2 syntactic rules implicitly and explicitly.
• Event-related potentials (ERPs) were recorded from native speakers and adult L2 learners during exposure to grammatical and ungrammatical sentences.
• Behavioral measures assessed learners' ability to detect grammatical violations and their explicit knowledge of L2 rules.

Main Results:

• Native speakers showed a biphasic ERP response (negativity followed by P600) to syntactic violations.
• Both implicitly and explicitly trained L2 learners who could detect violations elicited P600 effects.
• The P600 effect magnitude correlated with behavioral proficiency, and successful learners gained explicit knowledge.

Conclusions:

• The P600 component, reflecting late, controlled processing, is crucial for processing late-learned L2 grammar, irrespective of the learning environment.
• These findings highlight the brain's plasticity and the role of attention-dependent processes in lifelong learning of new languages.