{"id":2971,"date":"2015-05-26T14:19:48","date_gmt":"2015-05-26T06:19:48","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=2971"},"modified":"2015-05-26T14:20:21","modified_gmt":"2015-05-26T06:20:21","slug":"second-language-learning-from-neurocognitive-perspectives","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2971","title":{"rendered":"Second Language Learning : From Neurocognitive Perspectives"},"content":{"rendered":"<p style=\"text-align: justify;\"><strong>Ting-Ting Chang<\/strong><br \/>\n<strong>Daisy L. Hung<\/strong><br \/>\n<strong>Jun-Ren Lee<\/strong><br \/>\nLaboratories for Cognitive Neuroscience<br \/>\nInstitute of Neuroscience, National Yang Ming University<\/p>\n<p style=\"text-align: justify;\">This article reviews the cognitive processes and neural mechanisms of second\u00a0language acquisition of Chinese English learners. The first issue addressed is whether\u00a0there is a critical period in second language learning. Behavioral and brain imaging\u00a0research do not provide sufficient evidence for this hypothesis. Though there is\u00a0correlation found between age of acquisition and second language learning, albeit it\u00a0was in the situation of ESL (English as Second Language). Given that age of\u00a0acquisition does influence language acquisition, the effect was limited to phonology,\u00a0while its effect on syntax scarce, and vocabulary not at all. English learning in Taiwan\u00a0is EFL (English as Foreign Language) instead of ESL. Whether the conclusion drawn\u00a0from ESL can be adequately applied upon EFL needs to be further discussed by\u00a0examining whether there is a parallel pattern of cognitive processing mechanism and\u00a0language environment between ESL and EFL. This research also shows that speakers\u00a0whose mother-tongue is Chinese at least do have some inhibitions with phonology\u00a0when learning English as a foreign language.<\/p>\n<p>Keyword: bilingualism, second language learning, critical period hypothesis,brain\u00a0plasticity, English teaching<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ting-Ting Chang Daisy L. Hung Jun-Ren Lee Laboratories  <span class=\"ellipsis\">&hellip;<\/span> <span class=\"more-link-wrap\"><a href=\"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2971\" class=\"more-link\"><span>Read More &rarr;<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[117],"tags":[],"class_list":["post-2971","post","type-post","status-publish","format-standard","hentry","category-117"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.8 - aioseo.com -->\n\t<meta name=\"description\" content=\"Ting-Ting Chang Daisy L. 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Hung Jun-Ren Lee Laboratories\" \/>\n\t\t<script type=\"application\/ld+json\" class=\"aioseo-schema\">\n\t\t\t{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.appliedpsyj.org.tw\\\/journal\\\/?p=2971#article\",\"name\":\"Second Language Learning : From Neurocognitive Perspectives | \\u61c9\\u7528\\u5fc3\\u7406\\u7814\\u7a76\",\"headline\":\"Second Language Learning : From Neurocognitive Perspectives\",\"author\":{\"@id\":\"https:\\\/\\\/www.appliedpsyj.org.tw\\\/journal\\\/?author=1#author\"},\"publisher\":{\"@id\":\"https:\\\/\\\/www.appliedpsyj.org.tw\\\/journal\\\/#organization\"},\"datePublished\":\"2015-05-26T14:19:48+08:00\",\"dateModified\":\"2015-05-26T14:20:21+08:00\",\"inLanguage\":\"zh-TW\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.appliedpsyj.org.tw\\\/journal\\\/?p=2971#webpage\"},\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.appliedpsyj.org.tw\\\/journal\\\/?p=2971#webpage\"},\"articleSection\":\"28-A New Page 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