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SLEEP-DEPENDENT CONSOLIDATION OF SECOND LANGUAGE GRAMMAR KNOWLEDGE

THE ROLE OF AWARENESS

Published online by Cambridge University Press:  09 June 2020

Kathy MinHye Kim Open the ORCID record for Kathy MinHye Kim [Opens in a new window]  and
Kimberly M. Fenn Open the ORCID record for Kimberly M. Fenn [Opens in a new window]
Kathy MinHye Kim*
Affiliation:
Boston University
Kimberly M. Fenn
Affiliation:
Michigan State University
*
*Correspondence concerning this article should be addressed to Kathy MinHye Kim, Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts 02215. E-mail: kimminh3@msu.edu
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Abstract

Sleep plays a role in the consolidation of various aspects of language learning. In this study, we investigated the extent to which sleep-dependent memory consolidation contributes to second language (L2) rule generalization and enhancement of L2 explicit knowledge. One hundred native English speakers were engaged in a meaning-focused training of two German grammar rules. Participants were trained either in the morning or in the evening and tested after a retention interval that was either filled with wakefulness or sleep. During the test, we used a grammaticality judgment test to measure grammatical learning and retrospective verbal reports and source attributions to measure awareness. We found that sleep consolidated learning only for learners who reported awareness of syntactic rules prior to sleep. However, performance based on explicit sources did not differ after a period of sleep and after a period of wakefulness. These findings suggest that sleep may benefit L2 rule generalization only for learners who are aware of the L2 rules before sleep but may not consolidate L2 explicit knowledge.

Type
Research Report
Information
Studies in Second Language Acquisition , Volume 42 , Issue 5 , December 2020 , pp. 1107 - 1120
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Copyright
© The Author(s), 2020. Published by Cambridge University Press

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Footnotes

This research was based on the first author’s qualifying paper, supported by the Second Language Studies Program at Michigan State University. This research was also supported, in part, by a scholarship from Keimyung University. We would like to thank John Williams, Aline Godfroid, Ronald Leow, and Phillip Hamrick for thoughtful discussions and feedback. We are also grateful to Adam Acker, Ritika Golecha, Kelsey Pagorek, and Islam Said for their assistance in data collection.

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