Neuroscience role in the foreign language teaching and learning (original) (raw)

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.

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

Neuroscience in the teaching of English

Pro Sciences: Revista de Producción, Ciencias e Investigación, 2018

This study seeks to give an approximation to the role of the use of neuroscience in the teaching of the English language, to create educational resources to a language with a communicative approach teaching and reflecting on the implementation of methodological strategies congruent to modern education, is made a revision to new contributions in the pedagogical field, which include neural studies to see more closely how it develops and mature central nervous system and the brain, so now that the emphasis on learning a foreign language has become popular in recent decades, arduous way seeks to methodological strategies and activities to enhance their learning, which in this study proposes the use of six teaching strategies based on knowledge of how the brain, which are a contribution to reduce the educational gap between the old and the new school.I conducted this study is with teachers of English from the University of Agraria del Ecuador. The correlational descriptive method is used...

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.

Cognitive Neuroscience of Foreign Language Education: Myths and Realities

Iranian Journal of Research in English Language Teaching, 2015

This paper provides an overview of some educational implications from the current research on cognitive neuroscience for foreign-language learning. Although the potential benefits of such research into language acquisition are great, there are a number of popular myths none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and it is discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a f...

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.

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.

SECOND LANGUAGE ACQUISITION: A THEORETICAL REVIEW FROM NEUROSCIENCE

İSTANBUL INTERNATIONAL MODERN SCIENTIFIC RESEARCH CONGRESS III, 2022

Language teaching seeks strategies for successful teaching practice, especially when thinking about acquiring a second language. But what is the best way to teach a second language and what are the benefits of learning it? In the past, such questions would be reduced to theoretical models that made use of the subjects' individual experiences. Today, thanks to advances in the field of neuroscience and the expansion of knowledge about the functioning of the brain, these questions can be answered with more solid empirical bases. Thus, this research gathers studies and information related to neuroscience and its contributions to education, specifically in the teaching and learning of a second language. This article aims to instigate researchers to reflect on the approach of neuroscience alongside education to boost language teaching in schools. Neuroeducation is part of cognitive sciences, and can have great relevance in teaching and learning, contributing to the teacher's pedagogical practice. This article was developed based on literature and articles reviews and it is pointed out that: neuroscientific studies indicate brain functioning (in children and adults), propose emotional and technical issues that can cause improvement in teaching; in addition to pointing out the advantages of bi/multilingualism; related to knowing a second language, studies and research register cognitive improvements, as the brain will work differently, activating a new lexicon of words and meanings that contribute to neuroplasticity, these functional analyzes are developed by methods that are used for language neurophysiology research

A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

Joan Netten & Claude Germain, 2012

This article considers the contribution of research in neuroscience to resolving the question of how to develop communication skills in a second language in an institutional setting. The purpose of the article is to demonstrate how the findings of cognitive neuroscience can assist educators to understand the complexity of learning and, as a result, to develop more effective instructional practices. The article begins with a brief description of the two options for the learning of French as a second language currently offered in the Canadian school system and the deficiencies inherent in these programs for a country attempting to foster English-French bilingualism in its anglophone citizens. Secondly, the paradigm underlying the core French option, based on cognitive psychology, is examined and its limitations are discussed. The remainder of the article presents the Neurolinguistic Approach (NLA) as developed by the authors, explaining its bases in cognitive neuroscience, the ensuing five major principles of the approach, with the pedagogical consequences that each one entails. Reference is then made to two classroom applications of the NLA: intensive French implemented widely in Canada and another adaptation implanted in China. After comparing the approach briefly with French immersion, limitations of the NLA are presented, and the article concludes with some directions for future research. The positive results of the practical applications of the NLA indicate the important contribution research in cognitive neuroscience can make to improving learning in a classroom situation.