A Cogntive Neuroscience Perspective on Second Language AcquisitionCogntive神经科学的角度对第二语言习得.pdfVIP

A Cognitive Neuroscience Perspective on Second Language Acquisition: The Declarative/Procedural Model MICHAEL T. ULLMAN KEY WORDS Aphasia c basal ganglia a Brocas area a critical period declarative memory o ERP a estrogen explicit MRI frontal lobe 3. grammar s implicit language - language processing -- lexicon @ morphology neuroimaging e PET a procedural memory puberty second language a second language acquisition (SLA) syntax a temporal lobe. I. Introduction The neural, cognitive, and computational (i.e., neurocognitive) bases of second language acquisition and processing are still not well understood. There has been surprisingly little empirical work in this area. Data informing the specific neural substrates of second language and the relations between its neural, cognitive, and computational underpinnings have been especially sparse (e.g., what brain structures play which computational roles and how do they interact?). Given this lack of data, it is not surprising that there have been few attempts to offer integrative neurocognitive theories of second language, particularly in the context of first language and of our broader understanding of the mind and brain. In this chapter, I discuss a neurocognitive model that begins to address these theoretical gaps. According to this perspective, both first and second lan- guages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions. These brain systems are posited to play analogous roles in their nonlanguage and language functions. So our independent knowledge of the cognitive, computational, neuroana- tomical, physiological, cellular, endocrine, and pharmacological bases of these systems leads to specific testable predictions about both first and second lan- guage. The model thus brings the kn