Morpheme Analysis Associated with German Noun Plural Endings among Second Language (L2) Learners Using Event-Related Potentials (ERPs)

• Published in: Brain sciences Vol. 10; no. 11; p. 866
• Main Author: Son, Guiyoung
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 17.11.2020; MDPI
• Subjects: Cognitive ability; EEG; electroencephalogram (EEG); Electroencephalography; Event-related potentials; event-related potentials (ERPs); Information processing; Language; Learning; left anterior negativity (LAN); Medical imaging; N400; P600; second language learning; Violations
• ISSN: 2076-3425; 2076-3425
• DOI: 10.3390/brainsci10110866

This paper aims to examine the morpho-syntactic process of noun plural endings, “-n” and “-s”, in adult second language (L2) learners using event-related potentials (ERPs). German noun plural endings consist of many inflectional forms. They are one of the difficulties faced by German L2 learners. We recorded an electroencephalogram (EEG) study of German L2 learners by dividing study subjects into low and high L2 learners according to the learning level. We examined what ERP components were associated with L2 language processing. All participants were Korean German L2 learners who had achieved varying levels of proficiency. As a result of our analysis, we confirmed different morpho-syntactic processing between the two groups. First, N400 was detected at any learning level. It confirmed language processing supportive of the Full-Listing Model for irregular endings. Second, we confirmed left anterior negativity (LAN), as detected in both low and high proficiency L2 learners. LAN is supportive of a Full-Parsing Model for regular endings, as it was detected in both low and high proficiency L2 learners. However, P600 was detected in highly proficient L2 learners only. It implies that high proficiency learners differ from low proficiency L2 learners. P600 is processed in a reparsing process after recognition of grammatical errors. Based on this result, more active use of a Dual Mechanism Model is possible as learning levels improve. It confirms that improvement in L2 learners results in an approach to cognitive processing similar to that of German first language (L1) speakers.