Language learning and comprehension

LANGUAGE LEARNING AND COMPREHENSION 2

Languagelearning and comprehension

Talksummary

Accordingto Darren Turner, there are variations in the brain`s electricalactivity that influences language learning and comprehension. Assuch, language comprehension is a complex task that requirescomputation at the millisecond level to integrate words from thewritten form to mental model (Tanner,Whatindividual differences in the brain`s electrical activity revealabout how we learn and comprehend language, November16,2015).To investigate the relationship between the brain’s electricalactivity and the language learning, some studies were conductedregarding event-related brain potentials (ERPs) (Tanner,Whatindividual differences in the brain`s electrical activity revealabout how we learn and comprehend language, November16, 2015).Individual differences in language comprehension are linked to theprevalent variations in the working memory capacity, the corticalconnectivity and the efficiency of the neurons. Higher levels ofproficiency were noted with larger brain response as demonstrated bythe magnitude of the ERP

Response

Forone to comprehend and learn a language, it may occur in stages.First, one can learn how to utter words with no comprehension sincethe brain is not actively engaged to such. At that point, theelectrical activity of the brain could be limited as it is noted tobe greater at the comprehension levels (Tanner,2014).As such, I consider the statement by Dareen to be reliable, thatlanguage comprehension involves the integration of low-levelperception to a higher level linguistic process. The brain electricalactivity is increased in occasions when extensive comprehension isneeded which is noted by an increase in the ERP magnitude.

Icontend to the fact that there exist variations among people in thelevel of comprehension, which is realized due to the difference inability to compute linguistic information. In light of this, thevariations are evident since people demonstrate variations in thelevel and speed of comprehension and that can be attributed to one’sability to compute complex syntactic representations (Tanner,2014).It is expected that monolingual have limited ability to computecomplex syntax as opposed to bilinguals who exhibit higher brainelectrical activity. As such, the deliberations by Darren are notonly based on a practical hypothesis that can be proofed empirically,but also on a real life situations and experiences.

References

Tanner,D., (2014). Brain-based individual differences in online L2grammatical comprehension. Bilingualism:Language and Cognition,17(02),277-293.