Quantitative and Qualitative Cognitive Loads during Language Task Performance by L2 Learners: Brain Science Indicates Possible Inequalities Undetected by Traditional Paper Tests

本研究探讨了不同母语背景的二语学习者在完成与二语相关的任务时认知负荷差异的可能性。传统上，由于缺乏基于纸质考试的方法来发现差异，这两个群体看起来是“平等的”。一种名为fNIRS的大脑成像技术被应用于探索可能存在的不平等现象的检测。尽管考虑到研究设计和个体差异等因素，确认结果需要足够的谨慎，但对结果的全面分析似乎表明，来自不同母语背景的学习者在必要的认知负荷上可能存在差异，至少在执行某些以理解为中心的任务时是这样。

This study explored the possibility of differences in cognitive loads among L2 learners of various L1 backgrounds when engaged in L2 language-related tasks. Traditionally, the groups appear as "equals" due to lack of detection of differences using paper test-based methods. A brain imaging technique called fNIRS was applied to explore the detection of possible inequalities. Though ample caution is necessary to confirm the results in consideration of factors such as research design and individual differences, plenary analyses of results seem to suggest that differences in necessary cognitive load of learners from different L1 backgrounds may exist, at least during performance of certain comprehension-centered tasks.