No adult has the ability to learn languages in the way that a child does; indeed, it has recently been shown that languages learned in adulthood are processed in a different part of the brain from those learned in infancy.
These competencies are related to general cognitive functions and it was shown that language was the most important predictor of nonverbal emotion recognition ability [ 2].
It has been shown that poor language function in adults with epilepsy correlates with reduced functional connectivity (synchrony) between left hemisphere language regions (Vlooswijk et al., 2010; Pravata et al., 2011).
Finally, in adults it has been shown that changes in language network connectivity are more pronounced in patients with a greater degree of cognitive impairment (Vlooswijk et al., 2011).
Using this method, it has been shown that such cross-language mapping patterns (henceforth referred to as cross-mapping patterns) can predict L2 consonant and vowel discrimination accuracy (Best, Faber, & Levitt 1996; Guion, Flege, Akahane-Yamada, & Pruitt, 2000; Polka, 1995).
It has been shown that adults can visually discriminate spoken languages as long as at least one of the languages is their first (L1) or second (L2) language (Ronquest, Levi, & Pisoni, 2010; Soto-Faroco et al., 2007).
Furthermore, it has been shown that there is a correlation between a language model's perplexity and its performance in speech recognition [20].
"We're hoping to show that language is a powerful tool, that self-expression is a powerful tool — it's just as valuable as any rifle you carry or any tool you can put in your pack".
We say that A (or, by abuse of terminology, LA) is Δ-closed if, for any formula φ of LA such that Δ ⊢A φ, there is a deduction D of φ from Δ such that D ∈ A. It can be shown that the only countable language which is Δ-closed for arbitrary Δ is the first-order language L, i.e., when A = H.
In general, it was shown that the theoretical discourse of language teaching favoured a 'communicating-to-learn' approach in the matter (e.g., task-based learning), whereas the practitioner 'world' leaned more towards a 'learning-to-communicate' approach (e.g., Presentation Practice Production).
