Neural mechanisms of language learning from social contexts

Hyeonjeong Jeong,Ping Li,Wataru Suzuki,Motoaki Sugiura,Ryuta Kawashima

doi:10.1016/j.bandl.2020.104874

Abstract

Humans learn languages in real-life situations by integrating multiple signals, including linguistic forms, their meanings, and the actions and intentions of speakers. However, little is known about the neural bases underlying the social learning of a second language (L2) in adults. In this study, 36 adults were asked to learn two sets of L2 spoken words through translation versus simulated social interactive videos (social learning). Brain activation during word learning was measured using fMRI. Greater activation was observed in the bilateral superior temporal sulcus, posterior middle temporal gyri, and right inferior parietal lobule during social learning as compared with translation learning. Furthermore, higher activity in the right temporal parietal junction, right hippocampus, and motor areas was observed during the initial stage of social learning, with the more successful performance being at the time of overnight testing. We argue that social learning may strengthen the link from new L2 forms to rich L2 semantic representations wherein memory properties are embodied, multimodal, and richly contextualized.

Highlights

One of the major research questions in second language (L2) studies is whether an enriched environment improves L2 skills, and if so, how this works
Note that this test assessed whether both social L2 learning (SL2) and TL2 words were correctly used in novel situations and whether they were correctly translated into their L1
This study aimed to investigate the neurocognitive mechanisms involved in the learning of new L2 words from social contexts and the effect of individual differences underlying these mechanisms on subse quent retrieval of new words

Summary

Introduction

One of the major research questions in second language (L2) studies is whether an enriched environment (e.g., real-life communicative contexts, interpersonal interaction) improves L2 skills, and if so, how this works. First language (L1) learning or acquisition occurs in an interpersonal space where children integrate multiple signals, including linguistic forms (e.g., sounds), their meanings, and the actions and intentions of speakers (Bloom, 2000). This type of learning, oper ationally defined as social learning in this article, may enhance the understanding of the form and meaning of words and about their function, that is, how to use these words in real-life social contexts. Social learning as L1 acquisition may enrich semantic representations where memory properties are embodied, imageable, multimodal, and richly contextualized (Ellis, 2019), and supported by embodied cognition in the brain (Barsalou, 2008; Glenberg, Sato, & Cattaneo, 2008)

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