以腦電波探討英文為第二外語學習者的口語篇章理解表現;EEG Studies on Discourse Comprehension in English as Second Language Learning Learners

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题名:	以腦電波探討英文為第二外語學習者的口語篇章理解表現;EEG Studies on Discourse Comprehension in English as Second Language Learning Learners
作者:	顏廷心;Yen, Ting-Hsin
贡献者:	認知與神經科學研究所
关键词:	口語篇章理解;第二語言學習;時間反應函數;語意多樣性;事件相關電位;discourse comprehension;second language learning;Temporal Response Function;Semantic Diversity;event-related potentials (ERPs)
日期:	2025-07-08
上传时间:	2025-10-17 12:47:06 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在通過腦電波（Electroencephalography, EEG），探討以英文為第二外語學習者（二外學習者）其在自然語言環境下，對口語篇章理解的神經機制。並欲從兩項實驗中，以語音聲學特徵、語法結構，以及語意理解等面向，解碼其大腦歷程。實驗一旨在透過一種神經追蹤分析方法，檢驗二外學習者是否採用與母語者相同的機制。實驗二則聚焦於口語篇章中的語境複雜度，如何影響二外學習者的英文詞彙學習表現。實驗一的實驗設計以自然口語理解的環境下，請受試者聆聽一篇分成十二段的兒童故事。英語母語者總共有33位，其腦電波數據來自於開放數據集，我們按照同樣的實驗設計，收集了另一組學習英文為第二外語的中文母語者，總計26位受試者的腦電波數據。多變量時間反應函數 (multivariate Temporal Response Function, mTRF) 是一種透過卷積模型（convolution model），計算特徵下神經反應的神經追蹤分析方法。本研究將其用於比較母語者和二外學習者的解碼歷程差異。根據結果顯示，我們發現聲學與語言特徵所引起的神經反應，皆存在組別差異。二外學習者皆出現延遲和較長的反應時間，故推測二外學習者在理解其第二外語時，經歷了與母語者不同的解碼機制。實驗二則進行了一項英文假詞詞彙學習作業。一組共13位英文為第二外語的中文母語者，將會聽到總共30篇的英語短文，其語意複雜度皆由人工修編。隨後採用假詞詞彙判斷作業（pseudoword Lexical Decision Task, PLDT）作為詞彙學習表現的評估。根據行為數據和事件相關電位（Event-related Potential, ERP）的結果發現，在高語意複雜度的條件下所習得的假詞，具有較高的詞彙辨識正確率，且其出現較大的ERP反應。這些結果表明，語意複雜度較高的環境有利於第二語言學習中語意表徵的發展。兩個實驗的結果，皆為英文為二外學習者的口語篇章理解表現，提供行為與神經實證結果。除此之外，本研究還貢獻了一些成果。首先，不同於傳統的獨立實驗刺激之實驗設計，我們成功複製了自然情境下的實驗環境。其次，利用基於連續刺激的實驗神經追蹤方法，從特徵誘導的角度，解碼了對二外學習者的神經反應。最後，從材料準備和特徵指標兩個面向上，展示了語言模型在神經語言學和心理語言學研究中的應用，為未來的研究提供了客觀、省力的評估工具。;This study aimed to explore the discourse comprehension performance of English as second language learning (ESL) learners when under naturalistic environments through Electroencephalography (EEG). Two experiments were employed to investigate different aspects of discourse comprehension. Experiment I focused on whether the feature decoding process in discourse comprehension of ESL learners differs from English native speakers by applying a trending neural tracking method. Experiment II targeted how semantic diversity influences word learning performance in ESL learners when apprehending information in foreign language discourse. Experiment I was conducted in a naturalistic listening paradigm. Participants passively listened to a chapter of a children’s story segmented into twelve parts. The EEG data of 33 English native speakers were downloaded from an open database. A group of 26 Mandarin native speakers who learn English as second language learners were collected under the same experiment paradigm. Multivariate Temporal Response Function (mTRF), a neural tracking analysis method that estimates feature-based neural responses through convolution models, was utilized to compare neural responses of discourse comprehension between native speakers and ESL learners. Distinct group differences of neural responses elicited by acoustic and linguistic features were observed, in which ESL learners displayed generally delayed and prolonged reactions. These results suggest that ESL learners experienced different mechanisms in comprehending content in listeners’ second language compared to English native speakers. Experiment II consisted of a pseudoword learning paradigm in English. 13 ESL learners who are Mandarin native speakers participants would hear a total of 30 English short texts in which the semantic diversity was manually modified. Afterwards, a pseudoword lexical decision task (PLDT) was applied as the evaluation for word learning performance. Both behavioral and neural findings supported the presence of a semantic diversity effect for pseudoword learning performance using second language. This was evident through higher accuracy in word recognition and a significantly larger negative event-related potentials (ERPs) response occurring between 400 ms to 600 ms for pseudowords learnt in the high semantic diversity condition. These results suggest that exposure to contexts with high diversity promotes the development of semantic representations in second language learning. Findings from both experiments offered empirical evidence of discourse comprehension performance in ESL learners. The distinct neurological responses of comprehending foreign language in ESL learners were observed and analyzed through a neural tracking pattern in Experiment I. With a traditional ERP analysis, the semantic diversity effect for word learning using a second language in ESL learners was demonstrated in Experiment II. In addition to the current empirical findings in this study, several other contributions have been made in this study. First, in contrast to traditional discrete stimuli arrangement, the implementation of mimicked naturalistic experimental settings has been applied. Second, a neural tracking method for continuous-stimulus-based experiment was utilized on modeling the neural responses of ESL learners from a feature-induced perspective. Last, the use of language models in neurolinguistics and psycholinguistics research was demonstrated in both material preparation and feature indicators, which provided an objective and laborsaving assessment tool for future use.
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