Losing access to the native language while immersed in a second language: evidence for the role of inhibition in second-language learning.
Losing access to the native language while immersed in a second language: evidence for the role of inhibition in second-language learning.
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DOI：
10.1111/j.1467-9280.2009.02480.x
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发表时间：
2009-12
影响因子：
8.2
通讯作者：
Sunderman G
中科院分区：
文献类型：
--
作者：
Linck JA;Kroll JF;Sunderman G
众所周知，成年人是第二语言（L2）学习者。语言沉浸是成功习得第二语言的一个重要因素。在这项研究中，我们调查了一组在西班牙留学的大学生沉浸式学习的效果。我们的兴趣是沉浸在母语（L1），英语的效果。我们检验了沉浸式学习有利于第二语言学习的假设，这是由于第一语言的影响减弱。参与者是西班牙语的英语学习者，他们要么在西班牙生活时沉浸在西班牙语中，要么只在课堂上接触西班牙语。无论是理解和生产任务的表现表明，沉浸式学习者优于他们的课堂上的第二语言水平。然而，研究结果也表明，沉浸式学习者减少了第一语言的访问。数据的模式是最符合的解释，即母语被抑制，而学习者沉浸。
Adults are notoriously poor second-language (L2) learners. A context that enables successful L2 acquisition is language immersion. In this study, we investigated the effects of immersion learning for a group of university students studying abroad in Spain. Our interest was in the effect of immersion on the native language (L1), English. We tested the hypothesis that immersion benefits L2 learning as a result of attenuated influence of the L1. Participants were English-speaking learners of Spanish who were either immersed in Spanish while living in Spain or exposed to Spanish in the classroom only. Performance on both comprehension and production tasks showed that immersed learners outperformed their classroom counterparts with respect to L2 proficiency. However, the results also revealed that immersed learners had reduced L1 access. The pattern of data is most consistent with the interpretation that the L1 was inhibited while the learners were immersed.
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