Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis

Area of Science:

• Psycholinguistics
• Second Language Acquisition
• Cognitive Science

Background:

• Native and foreign language learning performance gaps suggest different underlying mechanisms.
• Previous hypotheses may overlook the impact of varied learning conditions (e.g., naturalistic vs. classroom).

Purpose of the Study:

• To investigate the association of learning success across first (L1), second (L2), and third (L3) languages.
• To evaluate if similar learning conditions are a key factor in language learning success.

Main Methods:

• Analysis of 636 third language (L3) learners' success in learning Chinese and English (L1/L2).
• Controlled for non-language factors like musical background and motivation.
• Employed general linear models, structural equation models, and machine learning analytics.

Main Results:

• A significant association was found between L1 and L2 learning success, and between L2 and L3 learning success.
• No significant association was found between L1 and L3 learning success.
• The closer the learning conditions (continuum from naturalistic to classroom), the stronger the association in learning success.

Conclusions:

• Learning conditions significantly influence the association of learning success across L1-L3.
• The findings challenge the notion of fundamentally different mechanisms for native and foreign language learning.
• Future research should consider learning context when examining language acquisition success.