TY - JOUR
T1 - Native Language Similarity during Foreign Language Learning
T2 - Effects of Cognitive Strategies and Affective States
AU - Hayakawa, Sayuri
AU - Bartolotti, James
AU - Marian, Viorica
N1 - Funding Information:
Research reported in this publication was supported in part by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number R01HD059858 to Viorica Marian.
Publisher Copyright:
© 2020 The Author(s) (2020). Published by Oxford University Press. All rights reserved. For permissions, please email: [email protected].
PY - 2021/6/1
Y1 - 2021/6/1
N2 - According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional processes that can lead to different outcomes. Here, we explored the influence of cognitive strategies and affective states on native English speakers' ability to learn artificial foreign words that vary in their similarity to the native language. Explicit word learning strategies were reported more often, and were more effective for learners of a more similar language, and cognitive strategies were especially helpful for learners with lower moods. We conclude that language similarity, strategy, and affect dynamically interact to ultimately determine success at learning novel languages.
AB - According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional processes that can lead to different outcomes. Here, we explored the influence of cognitive strategies and affective states on native English speakers' ability to learn artificial foreign words that vary in their similarity to the native language. Explicit word learning strategies were reported more often, and were more effective for learners of a more similar language, and cognitive strategies were especially helpful for learners with lower moods. We conclude that language similarity, strategy, and affect dynamically interact to ultimately determine success at learning novel languages.
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U2 - 10.1093/applin/amaa042
DO - 10.1093/applin/amaa042
M3 - Article
C2 - 34149317
AN - SCOPUS:85108917473
SN - 0142-6001
VL - 42
SP - 514
EP - 540
JO - Applied Linguistics
JF - Applied Linguistics
IS - 3
ER -