The neural correlates of second language syntax

Abstract

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.