Abstract
Humans monitor their behavior to optimize performance, which presumably relies on stable representations of correct responses. During second language (L2) learning, however, stable representations have yet to be formed while knowledge of the first language (L1) can interfere with learning, which in some cases results in persistent errors. In order to examine how correct L2 representations are stabilized, this study examined performance monitoring in the learning process of second language learners for a feature that conflicts with their first language. Using EEG, we investigated if L2 learners in a feedback-guided word gender assignment task showed signs of error detection in the form of an error-related negativity (ERN) before and after receiving feedback, and how feedback is processed. The results indicated that initially, response-locked negativities for correct (CRN) and incorrect (ERN) responses were of similar size, showing a lack of internal error detection when L2 representations are unstable. As behavioral performance improved following feedback, the ERN became larger than the CRN, pointing to the first signs of successful error detection. Additionally, we observed a second negativity following the ERN/CRN components, the amplitude of which followed a similar pattern as the previous negativities. Feedback-locked data indicated robust FRN and P300 effects in response to negative feedback across different rounds, demonstrating that feedback remained important in order to update memory representations during learning. We thus show that initially, L2 representations may often not be stable enough to warrant successful error monitoring, but can be stabilized through repeated feedback, which means that the brain is able to overcome L1 interference, and can learn to detect errors internally after a short training session. The results contribute a different perspective to the discussion on changes in ERN and FRN components in relation to learning, by extending the investigation of these effects to the language learning domain. Furthermore, these findings provide a further characterization of the online learning process of L2 learners.
Highlights
Second language (L2) learners are prone to making grammatical errors, for example, those that originate from incompatibilities between the L2 and the learners’ native language (L1)
Using electrophysiological markers of error monitoring, the present study sets out to investigate the process of syntactic L2 learning by looking at neural correlates of error monitoring and feedback processing, to examine whether L2 speakers can detect their own errors at all, and how the success of error detection develops across a training session
We found evidence for internal error detection in the form of a small error-related negativity (ERN), while the presence of robust Feedback Related Negativity in the EEG (FRN) and P300 effects pointed to the importance of feedback throughout the learning task
Summary
Second language (L2) learners are prone to making grammatical errors, for example, those that originate from incompatibilities between the L2 and the learners’ native language (L1). To improve L2 proficiency and reduce mistakes, the cognitive system that deals with (internal) error monitoring and (external) feedback processing must play an important role Such performance monitoring has largely been investigated for lower-level cognitive tasks (see Ullsperger et al, 2014), where mistakes arise from a temporal perceptual failure or erroneous action selection, and can often be detected by the participant immediately after response execution. Syntactic L2 errors frequently seem to arise from a failure to remember the correct form above the old, incorrect (L1-driven) form, even though it must have been repeatedly encountered in natural L2 input This suggests that memory representations underlying L2 syntactic processing are unstable and subject to L1 interference, but there is little evidence from performance monitoring measures during L2 learning to support this idea. Before introducing the present study, we will first discuss neural correlates relevant for internal and external monitoring, and signatures of learning
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
