Abstract
Objectives:In this pilot study, we evaluated the use of electrophysiological measures at rest as paradigm-independent predictors of second language (L2) development for the first time in older adult learners. We then assessed EEG correlates of the learning outcome in a language-switching paradigm after the training, which to date has only been done in younger adults and at intermediate to advanced L2 proficiency.Methods:Ten (Swiss) German-speaking adults between 65–74 years of age participated in an intensive 3-week English training for beginners. A resting-state EEG was recorded before the training to predict the ensuing L2 development (Experiment 1). A language-switching ERP experiment was conducted after the training to assess the learning outcome (Experiment 2).Results:All participants improved their L2 skills but differed noticeably in their individual development. Experiment 1 showed that beta1 oscillations at rest (13–14.5 Hz) predicted these individual differences. We interpret resting-state beta1 oscillations as correlates of attentional capacities and semantic working memory that facilitate the extraction and processing of novel forms and meanings from the L2 input.In Experiment 2, we found that language switching from the L2 into the native language (L1) elicited an N400 component, which was reduced in the more advanced learners. Thus, for learners beginning the acquisition of an L2 in third age, language switching appears to become less effortful with increasing proficiency, suggesting that the lexicons of the L1 and L2 become more closely linked.Conclusions:In sum, our findings extend the available evidence of neurological processes in L2 learning from younger to older adults, suggesting that electrophysiological mechanisms are similar across the lifespan.
Highlights
While many resources have been dedicated to establishing the commonly accepted view that the learning of foreign languages is desirable for children and younger adults, little effort has been dedicated towards exploring the potential of this learning challenge for older adults [1]
The field of second-language acquisition in old adulthood is still in its infancy, and there is little to no research on the neurophysiological markers of L2 learning in old age
Our resting-state data replicated the study by Prat et al [16], confirming the role of the beta1 band in L2 learning for older learners, albeit not on the individual electrode level
Summary
While many resources have been dedicated to establishing the commonly accepted view that the learning of foreign languages is desirable for children and younger adults, little effort has been dedicated towards exploring the potential of this learning challenge for older adults [1]. While the reasons for older adults to learn a new language are manifold, caution needs to be taken when applying research findings from younger adults to older learners. Since learning a new language is one of the most complex cognitive tasks humans are able to perform, the level to which brain function is preserved is likely predictive of individual differences in L2 learning success (see [8]). In order to cater for the individual needs of older adults with varying L2 learning capacities, the first step is to understand the relationship between the aging brain and L2 development in third age
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