Acceso usuarios
[1]
;
Sorace, Antonella
[2]
;
Vega-Mendoza, Mariana
[4]
;
Deng, Xiaohong
[3]
;
Bak, Thomas H.
[2]
China
Reino Unido
China
Aims and Objectives/Purpose/Research Questions:
This study investigated the effect of the specific L2 learning experience (i.e., usage, proficiency, and exposure) on cognitive performance in 121 Chinese learners of English.
Design/Methodology/Approach:
The participants were divided into three groups: beginning, intermediate, and advanced learners. They are homogeneous in background variables (e.g., cultural and educational environment) but heterogeneous in the L2 language experience. They performed three non-linguistic cognitive tasks, tapping into multiple dimensions of cognitive functions in visual and auditory domains.
Data and Analysis:
Linear mixed-effect models were applied to RT-based analysis (i.e., analysis based on Reaction Time), and linear regression models were used for accuracy-based analysis. In addition, further multiple stepwise regression analyses were conducted to explore the relationships between individuals’ demographics, language experience, and their performance on the attentional tasks.
Findings/Conclusions:
Three groups were comparable in background measures (e.g., socioeconomic status [SES]) and fundamental cognitive abilities (e.g., working memory and IQ), but differed in specific subcomponents of cognitive functions. Specifically, compared with beginning learners, advanced learners who had a longer length of L2 usage and higher proficiency showed better inhibitory control; intermediate learners who received intensive L2 exposure and had higher proficiency showed better-switching ability and attentional disengagement. Intermediate and advanced learners were comparable in cognitive performance. The results suggest that early adulthood L2 learners experience similar cognitive effects of bilingualism, which are modulated by specific language experience.
Originality:
This is one of the first bilingual studies to incorporate both visual and auditory cognitive functions, while providing additional analyses to investigate the other components of cognitive control. Significance/Implications: The results contribute to the understanding of the key aspects of the L2 learning experience that contribute to the emergence of the cognitive effects of young adult learners.
