Electrophysiology in the language classroom

Abstract

Using electrophysiological methods, Second Language Acquisition researchers have uncovered significant information about the neural correlates of late-learned additional language (L2) processing. An overarching question in much of this research is whether L2 learners show ‘nativelike’ event-related potential (ERP) patterns for grammar and semantic processing. The conclusions from early work on this question indicated that L2 ERP patterns can change qualitatively over time, for example as L2 proficiency increases, and that L2 learners do tend to show ‘nativelike’ ERP responses for some linguistic structures, particularly at higher proficiency. Certainly, whether L2 learners can achieve native speaker-like processing and behaviour has implications for the L2 classroom. This paper presents a review of L2 ERP individual differences research on grammar and semantic processing and highlights implications for L2 research and teaching. We focus the review on recent work that has examined individual differences in L2 ERPs, an area of research that may be especially fruitful for advancing knowledge of L2 neurocognition in classroom learners.