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In:Quantitative Methods in Multilingual Acquisition and Processing
Edited by Gabrielle Klassen and John W. Schwieter
[Research Methods in Applied Linguistics 16] 2026
► pp. 227–248

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Chapter 11
Neural imaging (PET, MEG, and fMRI) as a window into language development and processing

Published online: 26 March 2026
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https://doi.org/10.1075/rmal.16.11ras
Abstract
This chapter reviews Second Language Acquisition (SLA) studies utilizing positron emission tomography (PET), magnetoencephalography (MEG), and functional magnetic resonance imaging (fMRI). fMRI tracks the changes in the metabolism of neurons when a language-related task is performed. It tells us how much glucose is transported to the neurons in brain tissues, and therefore the likelihood that those neurons are active or not through the analysis of how oxygenated the tissue is. PET too measures regional cerebral blood flow but — unlike the fMRI — tracks the distribution of a radioactive isotope injected into the research subject’s bloodstream, as it is carried up into their brain. Magnetoencephalography (MEG) records tiny magnetic fields on the scalp which are time-locked to the presentation of language stimuli. The chapter describes the most utilized experimental paradigms, their strengths, and weaknesses. Research questions that are targeted by neuroimaging SLA studies concern: (a) whether native speakers and L2 learners activate the same brain areas (b) whether activation patterns vary depending on the language domain (syntax, phonology, semantics); (c) whether L1–L2 differences, proficiency and writing systems modulate those patterns.
Article outline
  • 11.1Introduction
  • 11.2Positron emission tomography (PET)
    • 11.2.1The technique
    • 11.2.2Experimental evidence
  • 11.3Magnetoencephalography (MEG)
    • 11.3.1The technique
    • 11.3.2Experimental evidence
    • 11.3.3Summary
  • 11.4Functional magnetic resonance imaging (fMRI)
    • 11.4.1The technique
    • 11.4.2Experimental evidence: Lexico-semantics, grammar and phonology
    • 11.4.3L1–L2 typological distance and writing systems
    • 11.4.4Classroom instruction and the role of the inferior parietal lobe (IPL) before and after training
    • 11.4.5fMRI in individuals and across groups
  • 11.5Conclusion
  • Notes
  • References
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