Does Speaking Improve Comprehension And Processing Of Turkish As A Foreign Language? A Virtual Computer-Assisted Language Learning Study - Info and Reading Options

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Adults find learning new languages to be difficult. The proposed project uses a miniature language learning paradigm to explore whether learning a new language can be enhanced by speaking the language as opposed to just listening to it. Research has suggested an advantage of retrieval practice for learning; this is referred to as the “testing effect” (Rowland, 2014; Karpicke & Roediger, 2007). Recent work suggests that such benefits may extend to artificial language learning (Hopman & MacDonald, 2018). The proposed study examines whether retrieval practice enhances learning of a natural language (Turkish) relative to other methods. We introduce Turkish to naïve learners through a remote computer-assisted language learning (CALL) protocol that is delivered synchronously via Zoom where spoken dialogues are presented in structured tasks with immediate feedback. Across learning conditions, we vary the structure of the learning tasks in a between- subjects design, i.e., whether participants are required to retrieve from memory, verbally repeat, or just listen to inflected Turkish nouns and match them with pictures. Our CALL protocol resembles the miniature artificial language paradigms widely used in psycholinguistic research, but uses a natural language to increase external validity (Kempe & Brooks, 2016). That is, participants must grapple with unfamiliar phonological patterns as they learn Turkish vocabulary and grammar. Some participants may be invited back for a second CALL session (exploratory). In addition to manipulating the structure of the learning tasks, the proposed study examines how individual differences in language learning aptitude impact learning of Turkish nominal morphology (case making, number), with aptitude assessed via tests of nonverbal ability (Cattell & Cattell, 1973) and nonword repetition (Gupta, 2003). Previous research (Brooks et al., 2006; DeKeyser, 2012) indicates possible aptitude by training interactions, with some language learners failing to benefit from conditions that are advantageous for others.

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