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The nature of first and second language processing: The role of cognitive control and L2 proficiency during text-level comprehension

Published online by Cambridge University Press:  19 July 2018

ANA PÉREZ ,
LAURA HANSEN  and
TERESA BAJO
ANA PÉREZ*
Affiliation:
University of Granada (Spain)
LAURA HANSEN*
Affiliation:
University of Granada (Spain)
TERESA BAJO
Affiliation:
University of Granada (Spain)
*
Address for correspondence: Ana Pérez and Laura Birke Hansen, Mind, Brain and Behavioral Research Centre (CIMCYC), Department of Experimental Psychology, University of Granada., C/ Profesor Clavera s/n, CIMCYC, 18011, Granada, Spain. [email protected]; [email protected]
Address for correspondence: Ana Pérez and Laura Birke Hansen, Mind, Brain and Behavioral Research Centre (CIMCYC), Department of Experimental Psychology, University of Granada., C/ Profesor Clavera s/n, CIMCYC, 18011, Granada, Spain. [email protected]; [email protected]
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Abstract

Text comprehension relies on high-level cognitive processes as it is the ability to revise an erroneous inference. Recent models of language processing hold that native language processing is proactive in nature (highly predictive), whereas processing seems to be weaker in the second language. However, if a prediction fails because unexpected information is encountered, reactive processing is needed to revise previous information. Twenty-four highly proficient late bilinguals were presented with narratives in L1-English and L2-Spanish. Each text demanded the revision of an initial predictive inference. Reading times and N400 amplitude suggested inferential revision is less efficient in the L2 compared to the L1. Importantly, these effects were modulated by individual differences in cognitive control and L2 proficiency. More efficient L1 comprehension was related to a balance between proactive and reactive control and lower L2 proficiency, whereas more native-like L2 comprehension was associated with a strong proactive control and higher L2 proficiency.

Keywords

late bilingualsreading comprehensioninferential revisioncognitive controlL2 proficiency
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 22 , Issue 5 , November 2019 , pp. 930 - 948
Copyright
Copyright © Cambridge University Press 2018 

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Footnotes

This research was supported by a doctoral research grant from the Spanish Ministry of Education, Culture and Sports (FPU AP2010–3434) to Laura Hansen, by a postdoctoral contract funded by Spanish Ministry of Science and Innovation (PSI2012–33625) to Ana Pérez, and by grants of MINECO (PSI2012- 33625; PCIN-2015-132; PSI2015-65502-C2-1-P) and Junta de Andalucía (Excelencia2012-CTS 2369) to Teresa Bajo.

Supplementary material can be found online at https://doi.org/10.1017/S1366728918000846

1

First authorship is shared between the first two authors of the manuscript.

2

Present affiliation/address: Theoretical and Applied Linguistics (TAL), University of Cambridge, English Faculty Building, 9 West Road, Cambridge, CB3 9DP, United Kingdom.

3

Present affiliation/address: Mühlenbergklinik Holsteinische Schweiz, Frahmsallee 1-7, 23714 Bad Malente, Germany.

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