Neurocognitive approaches to Chinese second language learning

Ping Li, Jing Yang

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The neurocognitive study of Chinese second language learning is an emerging field that integrates perspectives and methods from linguistics, psychology, and neuroscience. We provide a review of some recent studies in this interdisciplinary field that uses functional magnetic resonance imaging, structural magnetic resonance imaging, diffusion tensor imaging, and event-related potentials. These studies have allowed researchers to examine second language learning with paradigms from both lab-based artificial language learning and classroom-based natural language learning. Their findings highlight language-specific properties of spoken and written Chinese, which impact second language learners’ functional and structural brain patterns, including brain networks. Future studies should systematically explore the dynamic interactions among language-specific properties, learner variables, and contextual variables, to understand the short-term and long-term effects of second language learning on brain and behavior.

Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of Chinese Second Language Acquisition
PublisherTaylor and Francis
Pages11-30
Number of pages20
ISBN (Electronic)9781317367918
ISBN (Print)9781138946606
DOIs
StatePublished - Jan 1 2018

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)
  • Social Sciences(all)

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    Li, P., & Yang, J. (2018). Neurocognitive approaches to Chinese second language learning. In The Routledge Handbook of Chinese Second Language Acquisition (pp. 11-30). Taylor and Francis. https://doi.org/10.4324/9781315670706