title: Losing access to the native language while immersed in a second language: evidence for the role of inhibition in second-language learning.
abstract: Adults are notoriously poor second-language (L2) learners. A context that enables successful L2 acquisition is language immersion. In this study, we investigated the effects of immersion learning for a group of university students studying abroad in Spain. Our interest was in the effect of immersion on the native language (L1), English. We tested the hypothesis that immersion benefits L2 learning as a result of attenuated influence of the L1. Participants were English-speaking learners of Spanish who were either immersed in Spanish while living in Spain or exposed to Spanish in the classroom only. Performance on both comprehension and production tasks showed that immersed learners outperformed their classroom counterparts with respect to L2 proficiency. However, the results also revealed that immersed learners had reduced L1 access. The pattern of data is most consistent with the interpretation that the L1 was inhibited while the learners were immersed.
authors.affiliation: Department of Psychology, The Pennsylvania State University, USA. jlinck@casl.umd.edu
authors.forename: Jared A
authors.initials: JA
authors.lastname: Linck
authors.forename: Judith F
authors.initials: JF
authors.lastname: Kroll
authors.forename: Gretchen
authors.initials: G
authors.lastname: Sunderman
mesh_terms: D032882:Comprehension; D006801:Humans; D007266:Inhibition, Psychological; D007858:Learning; D019303:Multilingualism; D013030:Spain; D014481:United States / Q000208:ethnology; D014706:Verbal Learning