Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis

Abstract The question of why native and foreign languages are learned with a large performance gap has prompted language researchers to hypothesize that they are subserved by fundamentally different mechanisms. However, this hypothesis may not have taken into account that these languages can be lear...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Xin Kang, Stephen Matthews, Virginia Yip, Patrick C. M. Wong
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/de552fee4d3d4f33be314950819dcb39
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:de552fee4d3d4f33be314950819dcb39
record_format	dspace
spelling	oai:doaj.org-article:de552fee4d3d4f33be314950819dcb392021-12-02T18:02:15ZLanguage and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis10.1038/s41539-021-00104-92056-7936https://doaj.org/article/de552fee4d3d4f33be314950819dcb392021-09-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00104-9https://doaj.org/toc/2056-7936Abstract The question of why native and foreign languages are learned with a large performance gap has prompted language researchers to hypothesize that they are subserved by fundamentally different mechanisms. However, this hypothesis may not have taken into account that these languages can be learned under different conditions (e.g., naturalistic vs. classroom settings). With a large sample of 636 third language (L3) learners who learned Chinese and English as their first (L1) and second (L2) languages, the present study examined the association of learning success across L1–L3. We argue that learning conditions may reveal how these languages are associated in terms of learning success. Because these languages were learned under a continuum of naturalistic to classroom conditions from L1 to L3, this sample afforded us a unique opportunity to evaluate the hypothesis that similar learning conditions between languages could be an important driving force determining language learning success. After controlling for nonlanguage factors such as musical background and motivational factors and using a convergence of analytics including the general linear models, the structural equation models, and machine learning, we found that the closer two languages were on the continuum of learning conditions, the stronger their association of learning success. Specifically, we found a significant association between L1 and L2 and between L2 and L3, but not between L1 and L3. Our results suggest that learning conditions may have important implications for the learning success of L1–L3.Xin KangStephen MatthewsVirginia YipPatrick C. M. WongNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-13 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Xin Kang Stephen Matthews Virginia Yip Patrick C. M. Wong Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
description	Abstract The question of why native and foreign languages are learned with a large performance gap has prompted language researchers to hypothesize that they are subserved by fundamentally different mechanisms. However, this hypothesis may not have taken into account that these languages can be learned under different conditions (e.g., naturalistic vs. classroom settings). With a large sample of 636 third language (L3) learners who learned Chinese and English as their first (L1) and second (L2) languages, the present study examined the association of learning success across L1–L3. We argue that learning conditions may reveal how these languages are associated in terms of learning success. Because these languages were learned under a continuum of naturalistic to classroom conditions from L1 to L3, this sample afforded us a unique opportunity to evaluate the hypothesis that similar learning conditions between languages could be an important driving force determining language learning success. After controlling for nonlanguage factors such as musical background and motivational factors and using a convergence of analytics including the general linear models, the structural equation models, and machine learning, we found that the closer two languages were on the continuum of learning conditions, the stronger their association of learning success. Specifically, we found a significant association between L1 and L2 and between L2 and L3, but not between L1 and L3. Our results suggest that learning conditions may have important implications for the learning success of L1–L3.
format	article
author	Xin Kang Stephen Matthews Virginia Yip Patrick C. M. Wong
author_facet	Xin Kang Stephen Matthews Virginia Yip Patrick C. M. Wong
author_sort	Xin Kang
title	Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
title_short	Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
title_full	Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
title_fullStr	Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
title_full_unstemmed	Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
title_sort	language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/de552fee4d3d4f33be314950819dcb39
work_keys_str_mv	AT xinkang languageandnonlanguagefactorsinforeignlanguagelearningevidenceforthelearningconditionhypothesis AT stephenmatthews languageandnonlanguagefactorsinforeignlanguagelearningevidenceforthelearningconditionhypothesis AT virginiayip languageandnonlanguagefactorsinforeignlanguagelearningevidenceforthelearningconditionhypothesis AT patrickcmwong languageandnonlanguagefactorsinforeignlanguagelearningevidenceforthelearningconditionhypothesis
_version_	1718378960107077632

Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis

Ejemplares similares