Participants practiced for 15 min, over 30 days, and were tested while naming the same items during fMRI scanning, at week 1 (shallow learning phase) and week 4 (consolidation phase) of training. Repetition was encouraged as many times as necessary to learn the object’s name phonological cues were provided if necessary. Participants were instructed to look at each photo and pronounce its name as closely as possible to the native template (imitate). The program presented colored photos of objects. Methods: Twelve healthy native Spanish-speaking (L1) adults, and 12 healthy native Persian-speaking adults learned 130 new French (L2) words, through a computerized audiovisual repetition and imitation program. Integration changes within and between the cognitive control and language networks were studied, in a pair of linguistically close languages (Spanish and French), and compared to our previous work on a distant language pair (Ghazi-Saidi et al., 2013). This fMRI study examines the influence of verbal repetition and imitation on network configuration. Current neuroimaging techniques allow the neural mechanisms underlying repetition and imitation to be examined. Introduction and Aim: Repetition and imitation are among the oldest second language (L2) teaching approaches and are frequently used in the context of L2 learning and language therapy, despite some heavy criticism.
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