Non-Native English-Speaking Young Adults Experience Difficulties Inferencing the Meaning of Novel Words in Noisy Environments in their Second Language

Abstract

Learning in noise is difficult, but it might be even more difficult for those who are listening to language in their non-native language. In this study, we aimed to understand whether non-native English speakers have greater difficulties than native speakers when inferring the meaning of new words in real-world noisy conditions (i.e., classrooms). Twenty-four native and 23 non-native English-speaking college students (47 total participants) participated in the study. We evaluated their ability to use semantic context to infer the meaning of novel words in noise and in quiet. We implemented a Logistic Mixed-Model to analyze the main effects of language background (non-native vs. native), listening condition (quiet vs. noise), and its interaction (listening condition × language background). We found that non-native speakers were disproportionately impacted by the presence of background noise when inferring the meaning of novel words. No differences were observed between the groups in quiet conditions. Our findings show that non-native speakers might be at a disadvantage when inferring the meaning of new words in real-world listening conditions. This could negatively impact their ability to learn new vocabulary in academic settings. Future research should explore how individual differences in linguistic skills among bilingual young adults, such as second-language proficiency, modulate their ability to infer novel word meanings in noise.