Applying neurolinguistic approach to language teaching
DOI:
https://doi.org/10.32782/2617-3921.2023.24.294-303Keywords:
neurolinguistics, neuroscience, bilingualism, perception, cognitive, psychology, interconnection.Abstract
The rapidly evolving field of neurolinguistics has emerged as a transformative lens through which the intricate and profound nature of language is examined. This article explores the compelling intersection of neurolinguistics and language teaching, offering insights into how bridging these fields can revolutionize language education. It begins by elucidating key neurolinguistic findings, highlighting the brain's language regions, neural plasticity, and distinct processes for phonology and semantics. These insights are then translated into practical strategies for language instruction, spanning vocabulary acquisition, pronunciation training, grammar instruction, and reading comprehension. The article provides real-world case studies that demonstrate the effectiveness of these strategies in enhancing language learning outcomes. However, it also delves into the challenges and ethical considerations associated with implementing neurolinguistic insights in diverse educational settings. These challenges encompass teacher training, cultural diversity, ethical concerns, curriculum adaptation, and the measurement of impact. The article emphasizes the shift toward evidence-based pedagogy, where teaching practices are grounded in scientific understanding. It underlines the importance of individualized instruction, the potential for lifelong language learning, and the integration of technology in language education. In conclusion, the article encourages educators and researchers to embrace the synergy between neurolinguistics and language teaching. It envisions a promising future where the quality of language education is elevated, and a deeper understanding of language acquisition is achieved. By bridging science and education, this journey promises to enrich the lives of language learners, empower educators and advance pedagogy.
References
DeKeyser R.M. Skill acquisition theory. Theories in second language acquisition: An introduction. New Jersey: Lawrence Erlbaum Associates, Inc, 2007. P. 97–113.
Ellis R. Understanding second language acquisition. Oxford: Oxford University Press, 2015. 365 p.
Ellis R. Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing, and teaching. Clevedon: Multilingual Matters, 2009. Pp. 3–26.
Hakuta K. The politics of bilingualism: Dual language learners in American education. New York: Teachers College Press, 2011. Pp. 7–13.
Hickok G., Poeppel D. The cortical organization of speech processing. Nature Reviews Neuroscience, 8(5), 2007. Pp. 393–402.
John C.L. Ingram Neurolinguistics: An Introduction to Spoken Language Processing and its Disorders. Cambridge University Press; Illustrated edition, 2007. 444 p.
McLaughlin B., Rossman T., McLeod, B. Second-language learning: A cognitive science perspective. UK and New York: Routledge, 2014. Pp. 247–267.
Meltzer J.A., Hamann S. Relations between cortical and subcortical brain regions and overt speech in reading. Brain and Language, 93(2), 2005. Pp. 135–147.
Morgan-Short K., Marsden E., Thompson S. A guide to doing statistics in second language research using SPSS. UK and New York: Routledge, 2014. Pp. 861–904.
Pulvermüller F. Neural reuse of action perception circuits for language, concepts and communication. Progress in Neurobiology, 160, 2018. Pp. 1–44.
Sadoski M., Paivio A. Imagery and text: A dual coding theory of reading and writing. UK and New York: Routledge, 2013. 165 p.
Sparks R.L., Ganschow L. Foreign language learning difficulties: Affective or native language aptitude differences? The Modern Language Journal, 75(1), 1991. Pp. 3–16.
Ullman M.T. The declarative/procedural model: A neurobiological model of language learning, knowledge, and use. Neurobiology of Language, 1(2), 2020. Pp. 100–125.
