Correlation between Neurocognitive Activity and Success in Second Language Acquisition: A Neurolinguistic Approach

Purposes-This study aims to examine in depth the relationship between various aspects of neurocognitive activity in working memory, executive function, processing speed, and brain activation patterns (ERP and fMRI) with the success of second language (L2) acquisition from a neurolinguistic perspective, while also explaining how these factors mediate vocabulary acquisition, grammar, fluency, and writing quality. Methodology-This study employed a descriptive-analytical qualitative approach conducted through systematic searches of journal articles, proceedings, and research reports in various international databases (Scopus, Web of Science, ERIC, Google Scholar), then selected based on strict inclusion and exclusion criteria, extracted into a concise matrix, analysed using thematic content analysis, and verified through methodological quality assessment and the PRISMA flow to minimise bias. Findings indicate a strong and layered correlation between neurocognitive activity and L2 success: high-proficiency learners exhibit ERP response patterns (sMMN, N400, P600) that approximate those of native speakers when processing morphosyntax and grammatical features; increased L2 proficiency is associated with enhanced activation of language control networks, salience networks, and grey matter enlargement; executive functions (reactive cognitive control, working memory, processing speed) are positively associated with L2 scores; while studies of phonology, genetic profiles, and Surprisal metrics indicate that the quality of phonological representation, syntactic accuracy, and naturalness of L2 text reflect the efficiency of the neurocognitive system. Novelty of this research lies in the comprehensive integration of various neurocognitive indicators (ERP, fMRI, executive function, working memory, and computational metrics) into a single neurolinguistic SLR framework to explain L2 success, rather than solely from pedagogical or affective factors, thereby producing a multidimensional picture of how the brain, cognition, and language performance interact. Significance of this study is to provide a theoretical and empirical basis for the development of brain-informed second language pedagogy, namely the design of L2 learning and assessment that takes into account the neurocognitive capacities of learners, optimises cognitive load, and utilises neurolinguistic findings as a basis for decision-making in language teaching practice.

Hali tarjima qilinmagan