Abstract
Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants “l” or “r”. Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.
Highlights
In a progressively globalized world, foreign language abilities are increasingly important
This indicates that the learning effect was not modulated by differences in vowels
Compared with the results of our previous study regarding actual learning effects, the current findings indicate that significant improvements occurred in behavioral performance, and in neural activity, even though the time spent learning each word pair was reduced compared with our previous work
Summary
In a progressively globalized world, foreign language abilities are increasingly important. Listening is typically the basis of foreign language learning, and can be difficult for learners [1]. When speaking with another person, a learner must speak and understand the language for successful communication, and sounds must be heard before they can be reproduced. Adults typically spend approximately 40%–50% of their time listening, 25%–30% speaking, 11%–16% reading, and only 9% writing [2]. Listening provides the foundation for the acquisition of language information required for speaking, reading, and writing [3]. Speech sounds that are difficult to discern in language learning tend to be difficult for learners to pronounce, read, or write [4].
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