Effects of variability in second language learning in adults

Abstract

Learning a second language is a difficult task for adults. The present thesis explored how variability in the number of teachers influences second language learning and how this process is modulated by the similarity of the language to be learned with the first language of the learner. To prove this, two experiments have been conducted: the first one using pseudowords, and the second with Catalan Sign Language, LSC. 54 native speakers of Spanish and Catalan participated in each experiment. Variability in the number of teachers was compared in three conditions: no variability— six repetitions of each word in the voice of one speaker—, moderate variability— two repetitions of each word in the voice of three different speakers—, high variability— one repetition of each word in the voice of six different speakers—. Learning accuracy was measured in two tasks: picture-to-L2 and L2-to-L1. The results in both experiments revealed a different influence of variability depending on the task. In the first experiment an effect of variability was observed in the picture-to-L2 task. In the second experiment, no effect of variability was observed in any of the tasks. Considering a possible ceiling effect, a retest of the second experiment was conducted two weeks later. The results reported an effect of variability in the picture-to-L2 task. These results show that variability enhances second language learning in different modalities regardless of the similarity of the language to be learned with the first language of the learner.