Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech.

Aya S Ihara,Jun’Ichi Katayama,Yusuke Yokota,Shiro Ojima,Atsushi Matsumoto,Yasushi Naruse,Keita Nakamura,Hiroki Watanabe

doi:10.3389/fnhum.2021.665809

Abstract

This study had two goals: to clarify the relationship between electroencephalographic (EEG) features estimated while non-native speakers listened to a second language (L2) and their proficiency in L2 determined by a conventional paper test and to provide a predictive model for L2 proficiency based on EEG features. We measured EEG signals from 205 native Japanese speakers, who varied widely in English proficiency while they listened to natural speech in English. Following the EEG measurement, they completed a conventional English listening test for Japanese speakers. We estimated multivariate temporal response functions separately for word class, speech rate, word position, and parts of speech. We found significant negative correlations between listening score and 17 EEG features, which included peak latency of early components (corresponding to N1 and P2) for both open and closed class words and peak latency and amplitude of a late component (corresponding to N400) for open class words. On the basis of the EEG features, we generated a predictive model for Japanese speakers’ English listening proficiency. The correlation coefficient between the true and predicted listening scores was 0.51. Our results suggest that L2 or foreign language ability can be assessed using neural signatures measured while listening to natural speech, without the need of a conventional paper test.

Highlights

Second language (L2) education is becoming increasingly important in the era of globalization
We measured EEG signals while native Japanese speakers with widely ranging English proficiency levels listened to English natural speech to estimate the TRFs for various types of word features
The most important result of our study was that English proficiency for non-native speakers could be predicted on the basis of EEG responses; we observed good concordance between the real and predicted listening scores

Summary

Introduction

Second language (L2) education is becoming increasingly important in the era of globalization. One important aspect of L2 education is the method of assessment. English as a Foreign Language, are available for assessing English proficiency. Taking advantage of sophisticated statistical theories, such as Item Response Theory (Wainer et al, 2000), these tests are able to reliably assess L2 proficiency. Conventional L2 tests treat language processing as a “black box” and use behavioral responses generated after language processing as the basis of assessment. In a typical listening comprehension test, one listens to L2 sentences and is required to choose the most appropriate answer from multiple choices. When the answer is wrong, something must have gone wrong in the process of listening comprehension, but that usually remains unknown in conventional tests

Methods

Results

Conclusion