Cognitive abilities underlying the earliest stages of second language acquisition: an artificial language study
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In: Language, Cognition and Neuroscience, 2025.
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TY - JOUR
T1 - Cognitive abilities underlying the earliest stages of second language acquisition
T2 - an artificial language study
AU - Kenanidis, Panagiotis
AU - Llompart, Miquel
AU - Pili-Moss, Diana
AU - Dąbrowska, Ewa
N1 - Publisher Copyright: © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2025
Y1 - 2025
N2 - A central issue in second language (L2) acquisition concerns how explicit learning (EL) and implicit statistical learning (ISL) aptitudes contribute during the earliest stages of learning, and whether the effect of EL precedes that of ISL, as traditionally assumed, or can instead follow it. This paper explores these possibilities by tracking the contributions of these two aptitudes, as well as sustained attention (SA) to vocabulary and grammar learning across five sessions of exposure to an artificial language. Results indicated that vocabulary and grammar learning were modulated by EL and SA, with ISL additionally accounting for variance in vocabulary learning. Crucially, contrary to the standard view, for both grammar and vocabulary, the ISL effects were most pronounced early on, whereas the EL effects increased over time. These results underscore the dynamic interplay between the two aptitudes in early L2 acquisition and highlight the time-varying nature of their contributions.
AB - A central issue in second language (L2) acquisition concerns how explicit learning (EL) and implicit statistical learning (ISL) aptitudes contribute during the earliest stages of learning, and whether the effect of EL precedes that of ISL, as traditionally assumed, or can instead follow it. This paper explores these possibilities by tracking the contributions of these two aptitudes, as well as sustained attention (SA) to vocabulary and grammar learning across five sessions of exposure to an artificial language. Results indicated that vocabulary and grammar learning were modulated by EL and SA, with ISL additionally accounting for variance in vocabulary learning. Crucially, contrary to the standard view, for both grammar and vocabulary, the ISL effects were most pronounced early on, whereas the EL effects increased over time. These results underscore the dynamic interplay between the two aptitudes in early L2 acquisition and highlight the time-varying nature of their contributions.
KW - artificial language
KW - explicit learning
KW - implicit statistical leaning
KW - individual differences
KW - Second language acquisition
UR - http://www.scopus.com/inward/record.url?scp=105020694288&partnerID=8YFLogxK
U2 - 10.1080/23273798.2025.2576908
DO - 10.1080/23273798.2025.2576908
M3 - Journal articles
AN - SCOPUS:105020694288
JO - Language, Cognition and Neuroscience
JF - Language, Cognition and Neuroscience
SN - 2327-3798
ER -