Abstract
In the past 20 years, the field of bilingualism has made a substantial effort to better understand the set of cognitive mechanisms that allow bilinguals to functionally manage and use their languages. Among the mechanisms that have been identified, cognitive control has been posited to be key for proficient bilingual language processing and use. However, the role of cognitive control in developing bilingualism, i.e., among adult learners learning a second language (L2), is still unclear with some studies indicating a relationship between cognitive control and adult L2 development/developing bilingualism and other studies finding the opposite pattern. This set of contradictory findings merits further investigation in order to deepen our understanding of the role that cognitive control plays during the process of becoming bilingual. In the present study, we aimed to address this open question by examining the role of cognitive control among adult L2 learners of Spanish at the intermediate level using multiple behavioral measures as a way to provide a multidimensional perspective on the role of cognitive control and developing bilingualism. Our results indicate a significant relationship between cognitive control abilities, specific to reactive control, and overall L2 proficiency. We also found a significant relationship between speed of processing and overall L2 proficiency. The results of this study contribute to the existing body of knowledge on cognitive factors related to developing bilingualism and provide critical new insight into the underlying cognitive mechanisms that may contribute to adult L2 learners becoming bilingual.
Highlights
In today’s world, many adults find themselves in a situation in which it is beneficial or even necessary to learn a second language (L2)
Given that (a) cognitive control has been linked to proficient bilingualism but (b) the relationship between adult L2 learners’ cognitive control abilities and L2 proficiency outcomes merits further research, we pose the research question: Is there a relationship between cognitive control abilities and L2 proficiency? The current study aims to provide new insight into this question by using multiple measures of cognitive control abilities, such as general as well as reactive and proactive control ability, and L2 proficiency in order to capture the diverse nature of the experience of becoming bilingual as well as the dynamic and adaptive nature of the cognitive mechanisms underlying proficiency outcomes in developing bilingualism
We aimed to examine the role of cognitive control among adult L2 learners with different L2 learning ex periences using multiple behavioral measures as a way to provide a multidimensional perspective on the role of cognitive control and developing bilingualism, at the intermediate stages of learning
Summary
In today’s world, many adults find themselves in a situation in which it is beneficial or even necessary to learn a second language (L2). Given the great deal of vari ability in learning success across adult L2 learners, researchers in the field of second language acquisition (SLA), for over five decades have been interested in investigating the different characteristics that lead to successful adult L2 learning (e.g., Carroll, 1981; Dornyei & Skehan, 2003; Gardner & Lambert, 1965; Segalowitz, 1997). Received 15 February 2020; Received in revised form 19 September 2020; Accepted 29 September 2020.
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