Neuroscience in the teaching of English (original) (raw)
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Neuroscience role in the foreign language teaching and learning
Ciências & Cognição, 2020
This paper intends to establish a connection between neuroscience and the teaching and learning of a foreign language. It starts with an introduction of the subject, proceeding to an overview of the brain areas related to language, the conceptualizations of neuroplasticity and the different concepts of the critical period and sensitive period hypothesis. Then, the contributions of neuroscience has made in the language teaching and learning field will be analyzed, as well as how these contributions can be adapted and applied to a foreign language classroom. It was concluded that neuroscience might be able to support the teacher's methodologies in order to improve his/her techniques and facilitate students' learning.
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
The work deals with the problems of improving General English teaching materials for undergraduates in terms of the neuro-psychological trends in Foreign Language Teaching Methodology and developing a tutorial based on the knowledge of students’ cognitive styles caused by the individual profile of the functional asymmetry of the brain, i.e. we aim at proposing the methods of neuropsychological approach implementation in the educational process. The topicality of the research is attributed to the lack of teaching materials applying neuro-psychological approach, though it is proved to be productive, as its implementation is known to help the process of mastering a foreign language. The primary methods used are as follows: observation, pedagogical experiment, statistical processing of data. Neuro-psychologically grounded teaching methodology forms the basis of the English language successful mastering, as it takes into account such extremely important features of the student as the pro...
Insights from neuroscience into foreign language teaching and learning
2020
The present article reports on specific findings of neuroscience research in relation to language teaching and learning. It states that among the evidence-based approaches, reading aloud, think-pair-share, and intensive training are qualified as important procedures in promoting learning. This is made possible as they intervene in shaping neural networks causing changes to specific structures of the brain in ways which foster memory encoding. A prominent role of the nature of the teaching environment is advocated. The significance of monitoring the stress levels in the classroom setting is highlighted. Discussion then turns to what is recently described as neuromyths in the domains of teaching and learning. The article finally concludes with the importance of scepticism in interpreting scientific knowledge in order to prevent introducing misleading educational approaches based on loosed scientific facts. Key words: Evidence-based practices, Intensive training, Neuromyths, Neuroscience, Reading aloud, Teaching and learning, Think-pair share
The Impact of Neuroscience on Foreign Languages in School
2016
Second Language Acquisition (SLA) is standing at a crossroads today notably because of the impact of neuroscience in school. Can cognitive neuroscience and exploring brain activity really facilitate the acquisition of English with young learners? In this presentation the focus will be on developing attention, the different types of memory, the fundamental role of emotions, brain plasticity and multi-modal learning strategies connecting theory and practice in the field. In order to do so, some activities in singing and role playing with traditional tales will be displayed. Introduction Personal presentation. I have worked with teacher students supposed to teach English at primary school level for more than fifteen years now. My sphere of research gravitates toward phonological accommodation, in other words how to facilitate the transfer from a syllable-timed language like French to a stress-timed language like English, notably at primary school level.
Updating the school: neurodidactics in foreign language teaching
Linguodidactica, 2016
Neurodidactics or brain-based learning, a relatively new interdisciplinary science, constitutes an interface between didactics, neuroscience, pedagogy and psychology. Based on the latest findings of brain research, it provides principles and suggestions for effective brain-based learning and teaching. This paper entitled "Updating the school: neurodidactics in foreign language teaching" describes the principles of neurodidactics or brain-based learning with reference to foreign language teaching. It presents the basics of neurodidactics and brain-based teaching and the way it affects learning and memory. With this in mind, some brain-based ideas and approaches for the foreign language classroom are explained which may help to find a better and more effective way of foreign language learning and teaching.
The role of neuroscience in the learning of a foreign language
2013
In the literature of recent years much has been written about a deeper knowledge of the brain and its functioning with regard to the processes of learning a foreign language. Glottodidactics, as a science of language education, attentively follows the progress of neuroscience, pointing out the importance this progress has in the process of learning foreign languages. The advancement of progress in neuroscience encourages the drafting of efficient theories and models of language education. The today results in the neurolinguistics field inform on the existence of a network of four main neurofunctional schemes. These neurofunctional schemes during the learning of the mother tongue are specialized in realizing certain language processes. Whereas, the learning of a foreign language causes the creation of neural subsystems , within each of these neurofunctional schemes. Another second hypothesis is that on the functioning of bilingual schemes, that is the interaction of language subsystems which operate in the bilingual brain. (or multilingual). Both the existence of neuro-functional special schemes, but with a constant interaction, and the neurolinguistics hypothesis about their functioning lead to the formulation of some main glottodidactics theories. As a conclusion we can say that the development of language competence comes through the real use of the language. The metalinguistic and pragmatic competences are strategically activated and the affective and emotional dimension of the language learning is of primary importance. Aspects of neuroscience Although based in different models both glottodidactics and neuroscience are practical and interdisciplinary disciplines, which in order to solve practical problems address different sectors, so they both are open to cooperate with other sectors in order that this cooperation assists them to achieve their goal. But, on the other hand their epistemological models are different from the structural point of view. Glottodidactics is based on a central model, at the center of which stands an independent discipline, whereas neuroscience is based on a multi polar model, based on the presence of many independent sectors which are linked by the same scientific interest. In the literature of recent years it is written about a much deeper knowledge of brought to you by CORE View metadata, citation and similar papers at core.ac.uk
BRAIN BASED STRATEGIES IN ENGLISH LANGUAGE TEACHING
The International journal of analytical and experimental modal analysis, 2019
"Education is the most powerful weapon which you can use to change the world."-Nelson Mandela. An education by definition is "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life." Education helps us to explore our own thoughts and ideas and makes it possible to express it in different forms. Education is the gateway to success. Success can be achieved when people have knowledge, skills and attitude. All these things can be gained only with the help of education. Education is the act of learning things around us. It helps us to easily understand and deal with any problem and makes balance through the whole life in every aspect. Education is the first and foremost rights of every human being. Without education, we are incomplete and our lives are useless. Education helps us to set a goal and makes us humble education creates awareness and expands our vision. BRAIN BASED LEARNING According to Howard-Jones (2008), by the development of neuroscientific knowledge, some experts and instructors are being gradually aware of the advantages of neuroscience regarding the brain and its function when students learn. The development of neuroscientific knowledge has increased brain-based teaching. In contrast to the prior beliefs that learning involves only the superior part of the human body, brain-based teaching approach sticks to the idea that learning consists of the total structure of a human being (R.
Teaching English Through Based Brain Strategy to Young Learner
THE ELLITE OF UNIRA, 2021
English has a need for some people around the world. People been struggling to learn and master English actively. And so teachers around the world been struggling to find the best way to teach the students of how to master English well. Not many people realize that the ability to speak and to master new language is an innate ability. Its in the brain. When the teacher are able to dig thebrain potential of the students than all the problem of learning English suffered by the students are solved. In this article, the author will show what our brains do when students listen to you. Most particularly, we will show how the brains of infants and children are tuned to understand language, and how changes in the brain during development serve as preconditions for language learning. Understanding language is a process that involves at least two important brain regions, which need to work together in order to make it happen. This would be impossible without connections that allow these brain regions to exchange information. The nerve fibers that make up these connections develop and change during infancy and childhood and provide a growing underpinning for the ability to understand and use language. We will show you how to gain students' brain potentiality. So, they can learn English maximally like their own language.
NEUROSCIENCE OF FOREIGN LANGUAGE STUDYING
We describe and discuss the main data about brain cortex working and the main laws of cognitive psychology which we must concern in every learning process. We consider it in terms of foreign language learning as an example of a global learning process.
Neurodidactics in foreign languages teaching (for example in Russian as a foreign language)
Journal of Advanced Pharmacy Education & Research, 2020
Foreign language teaching provides many opportunities to integrate neurodidactic principles. This approach allows educators to organize different lessons that also integrate the principles of individualization and differentiation that are not only offered by neurodidactic researchers. Due to the progress in neurobiology and brain studies in recent decades, a new interdisciplinary field of research called neurodidactics has been created. Today, there are various concepts and ideas in the field of neurodidactics. Some methods bring together the principles of neurodidactic.. However, there are no specific ideas for practical lessons in the classroom and evaluation of these methods. The authors of this article present the results of some foreign researchers who have shown significant results in applying neurodidactic principles in foreign language teaching.