{"title":"第二语言语法的神经相关性","authors":"Soheila Veisi, R. G. Samar","doi":"10.1075/jsls.00019.vei","DOIUrl":null,"url":null,"abstract":"\n An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the\n degree to which instruction is implicit or explicit. However, whether these differences in\n context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study\n investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under\n conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to\n better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed\n learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the\n task activated both declarative and procedural memory structures suggesting that instructional context did not affect the\n recruitment of memory systems when processing L2 syntax.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The neural correlates of second language syntax\",\"authors\":\"Soheila Veisi, R. G. Samar\",\"doi\":\"10.1075/jsls.00019.vei\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the\\n degree to which instruction is implicit or explicit. However, whether these differences in\\n context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study\\n investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under\\n conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to\\n better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed\\n learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the\\n task activated both declarative and procedural memory structures suggesting that instructional context did not affect the\\n recruitment of memory systems when processing L2 syntax.\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2023-03-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/jsls.00019.vei\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/jsls.00019.vei","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the
degree to which instruction is implicit or explicit. However, whether these differences in
context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study
investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under
conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to
better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed
learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the
task activated both declarative and procedural memory structures suggesting that instructional context did not affect the
recruitment of memory systems when processing L2 syntax.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.