Humans learn languages in real-life situations by integrating multiple signals, including linguistic forms, their meanings, and the actions and intentions of speakers. However, little is known about the neural bases underlying the social learning of a second language (L2) in adults. In this study, 36 adults were asked to learn two sets of L2 spoken words through translation versus simulated social interactive videos (social learning). Brain activation during word learning was measured using fMRI. Greater activation was observed in the bilateral superior temporal sulcus, posterior middle temporal gyri, and right inferior parietal lobule during social learning as compared with translation learning. Furthermore, higher activity in the right temporal parietal junction, right hippocampus, and motor areas was observed during the initial stage of social learning, with the more successful performance being at the time of overnight testing. We argue that social learning may strengthen the link from new L2 forms to rich L2 semantic representations wherein memory properties are embodied, multimodal, and richly contextualized.

中文翻译：

---

从社会语境学习语言的神经机制

人类通过整合多种信号，包括语言形式、意义以及说话者的行为和意图，在现实生活中学习语言。然而，人们对成人第二语言 (L2) 社会学习背后的神经基础知之甚少。在这项研究中，36 名成年人被要求通过翻译和模拟社交互动视频（社交学习）学习两组 L2 口语单词。使用 fMRI 测量单词学习期间的大脑激活。与翻译学习相比，社交学习期间双侧颞上沟、颞中后回和右顶叶下小叶的激活程度更高。此外，右侧颞顶叶交界处、右侧海马体、在社会学习的初始阶段观察到运动区域，更成功的表现是在夜间测试时。我们认为，社会学习可能会加强从新的 L2 形式到丰富的 L2 语义表示的联系，其中记忆属性被体现、多模态和丰富的上下文。