The Effects of Proficiency on Processing a Second Language: From ERPs Experiments

Abstract

This study investigated the role of proficiency in SL (Second Language) among Korean university students based on the results of two-year ERPs (Event-related Brain Potentials) experiments to offer pedagogical implications for English education. All the experiments were conducted at a laboratory at Y University and both high and low proficient university students participated. The first year experiment was conducted to investigate students' electrophysiological responses to metaphorical and literal sentences and the second year experiment focused on how students processed sentences with joke and non-joke endings. Their ERPs were compared with those of native speakers of English in existing literature to understand how they differed and were similar. The results revealed that ERPs from high proficient students were similar to those of native speakers but ERPs from low proficient students were different from those of native speakers of English. Based on the results, some valuable implications were offered for English education: rethinking CPH (Critical Period Hypothesis), teaching students according to proficiency levels, and focusing on strategies-based instruction.