基于大脑的语言教学模式:从理论到实践

Farzaneh Iranmanesh, Mehry Haddad Narafshan, M. Golshan
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引用次数: 0

摘要

背景:最近二语习得和学习的一个趋势是基于大脑的研究及其与大脑发育和可塑性的关系。由于认知神经科学的最新进展,目前对第二语言(L2)学习的神经学基础的当代理解有前所未有的机会。脑功能和结构的研究对语言习得的生物学解释以及行为探索做出了显著贡献。方法:本研究采用功能神经影像学研究结果的荟萃分析,从功能角度阐明语言学习的神经解剖学。通过综合现有文献,提取出与不同语言学习技能相关的大脑激活区域及其与其他认知和运动技能激活区域的收敛和重叠,揭示出一致的大脑功能区。本研究试图将心理语言学研究和认知神经科学在二语学习和教学中的中介作用联系起来。本文从大脑结构和功能的理论观点出发,以一个基于大脑的语言教学的实践模型结束,从而对这一领域有更深的理解。结果:认知神经科学的研究结果与第二语言习得和学习方法相结合,为跨学科研究的合作提供了机会。它们为我们的大脑如何表达语言提供了新的见解。这篇文章回顾了我们对大脑的理解的最新进展;大脑的结构和功能组织;大脑在情感、认知和发展中所起的作用;及其对语言教学的启示。实际上,考虑到神经认知的发现,可能有潜力开发基于大脑的任务,从而在教育环境中为第二语言教学带来好处。根据已揭示的大脑结构和功能区域及其连接和相互作用的网络,操纵需要活动的区域可能与通过体育锻炼来增强肌肉一样有效。结论:开发一种与大脑功能和模式相适应的系统的第二语言教学模式,有利于提高语言学习者的语速和熟练程度,从而提高语言教学和学习效果。本文将有助于探索利用大脑功能的一般信息和相关方法来开发实用、高效的语言教学,并加强语言和认知神经科学的跨学科研究。
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A brain-based model of language instruction: from theory to practice
Background: A recent trend in second language acquisition and learning has been oriented towards brain-based studies and its association with brain development and plasticity. There are currently unprecedented opportunities for contemporary understanding of the neurological basis of second language (L2) learning owing to recent advances in cognitive neuroscience. Brain functional and structural investigations have contributed remarkably to biological explanations of language acquisition in addition to behavioral explorations. Methods: This study used a meta-analysis of previous findings of functional neuroimaging studies to elucidate the neuroanatomy of language learning from a functional perspective. By synthesizing existing literature, brain activation areas associated with different language learning skills and their convergence and overlap with other areas of activation for other cognitive and motor skills are extracted to reveal consistent functional areas of the brain. The current study attempts to link psycholinguistic research and cognitive neuroscience in the mediation of L2 learning and teaching. This review paper begins with a theoretical view of brain structure and function and concludes with a practical model of brain-based language instruction, resulting in a deeper understanding of the field. Results: Organized, conjoining cognitive neuroscience findings and L2 acquisition and learning approaches provide an opportunity for collaboration in cross-disciplinary studies. They provide new insights into how our brain represents languages. This article reviews recent advancements in our understanding of the brain; structural and functional organization of the brain; the role the brain plays in emotion, cognition, and development; and its consequent implication in language instruction. In effect, taking neurocognitive findings into account may have potential in developing brain-based tasks for the benefit of second language instruction in educational settings. Based on the revealed structural and functional areas of the brain and their networks of connection and interaction, manipulating areas of demanded activity may be as efficient as doing physical exercise to strengthen muscles. Conclusion: Developing a systematic model of second language instruction compatible with brain functions and patterns can benefit the rate and proficiency of language learners, thus improving language teaching and learning outcomes. This paper will aid the quest for utilizing general information of brain functions and related methods in developing practical, efficient language instruction as well as enhancing interdisciplinary research studies in both language and cognitive neuroscience.
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