Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students
This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on tot...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Symmetry |
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| Online Access: | https://www.mdpi.com/2073-8994/15/12/2147 |
| _version_ | 1797379288969773056 |
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| author | Valeriia Demareva |
| author_facet | Valeriia Demareva |
| author_sort | Valeriia Demareva |
| collection | DOAJ |
| description | This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a ‘two-source’ lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes. |
| first_indexed | 2024-03-08T20:20:01Z |
| format | Article |
| id | doaj.art-611e3fc1fb1a48efb3af70ea20017300 |
| institution | Directory Open Access Journal |
| issn | 2073-8994 |
| language | English |
| last_indexed | 2024-03-08T20:20:01Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Symmetry |
| spelling | doaj.art-611e3fc1fb1a48efb3af70ea200173002023-12-22T14:45:11ZengMDPI AGSymmetry2073-89942023-12-011512214710.3390/sym15122147Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. StudentsValeriia Demareva0Faculty of Social Sciences, Lobachevsky State University of Nizhny Novgorod, 603950 Nizhny Novgorod, RussiaThis study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a ‘two-source’ lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes.https://www.mdpi.com/2073-8994/15/12/2147functional hemispheric asymmetrylanguage processingclassroom activitieslateralizationEnglish language acquisition |
| spellingShingle | Valeriia Demareva Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students Symmetry functional hemispheric asymmetry language processing classroom activities lateralization English language acquisition |
| title | Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students |
| title_full | Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students |
| title_fullStr | Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students |
| title_full_unstemmed | Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students |
| title_short | Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students |
| title_sort | exploring hemispheric lateralization and second language class performance in 10 y o students |
| topic | functional hemispheric asymmetry language processing classroom activities lateralization English language acquisition |
| url | https://www.mdpi.com/2073-8994/15/12/2147 |
| work_keys_str_mv | AT valeriiademareva exploringhemisphericlateralizationandsecondlanguageclassperformancein10yostudents |