The implications of cognitive neuroscience for a theory of second language acquisition
Abstract
This dissertation explores the implications of research from the cognitive neurosciences for the field of second language acquisition (SLA) for an audience of SLA researchers and teachers, and describes a neurocognitive theory of SLA. The first chapter presents an historical overview of the neuroscientific research in SLA to date. The second chapter explains how issues of brain and language are studied, answering the question of what from the study of L1 and the brain is relevant to the processing of an L2. The third chapter explains three major neuroimaging techniques (PET, fMRI, and ERP) and reviews the findings of neuroimaging research on bilinguals, while the fourth chapter examines applications of connectionist models to SLA phenomena. The final chapter identifies and discusses the implications of the findings presented in the previous chapters for SLA theory, research, and pedagogy. I argue that assumptions made about cognition within the cognitive science paradigm and the computer model of cognition are not appropriate for the formation of a neurocognitive theory of SLA. Consequently, I advance three hypotheses regarding SLA. First, I hypothesize that a theory of SLA that is relatively comprehensive and neurocognitive in nature will need to be based on a different set of assumptions which I call “postsymbolic.” I believe that cognitive neuroscience will be of primary importance in the development of a postsymbolic paradigm and that SLA could be an important object of study in it. Second, I hypothesize that proficiency in an L2 is a function of the brain's ability to sense the L2 as language and to place the L2 in the same neural substrate as the L1, and that the neural basis of fossilization is related to the brain's inability to do this. Finally, I hypothesize that successful teaching is teaching that develops neural pathways that the learner will actually use when in the L2 context, and that communicative language teaching succeeds insofar that it impels students to express real perceptions, ideas, and desires.
Degree
Ph.D.
Advisors
Silva, Purdue University.
Subject Area
Linguistics|Cognitive therapy|Neurology
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