Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
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DOI：
10.1111/lang.12018
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发表时间：
2013-12-01
影响因子：
4.4
通讯作者：
Granena, Gisela
中科院分区：
文献类型：
--
作者：
Granena, Gisela
语言能力倾向被认为是一个可以补偿语言学习能力后临界期效应的因素。然而，以前的研究主要集中在有指导的背景下，而很少关注具有大量输入潜力的习得丰富的学习环境。此外，到目前为止进行的研究主要侧重于外显过程(如语言分析)的认知能力，而忽略了内隐认知过程中潜在的个体差异。本研究考察了顺序学习能力(被认为与内隐语言学习和加工有关的认知能力的一个方面)是否与早期和晚期第二语言学习者的形态句法习得有关，这是通过两种结构和任务来衡量的。结果表明，序列学习能力对语法一致关系结构的成绩有一定的调节作用，在早期和晚期第二语言学习者中都是如此。
Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g., language analysis) and have overlooked potential individual differences in implicit cognitive processes. This study examines whether sequence learning ability (one aspect of a cognitive aptitude hypothesized to be relevant for implicit language learning and processing) is involved in early and late second language learners' morphosyntactic attainment, as measured by two types of structures and tasks. Results revealed that sequence learning ability moderated scores on structures involving grammatical agreement relations in both early and late second language learners.