To what extent does neurolinguistics embody EFL teaching methods?

Nergis, Ayşegül

doi:10.1016/j.sbspro.2011.03.064

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…As seen, evidence supportive of implicit learning abound. In another line of inquiry, having mentioned the automatic performance of a language, in particular, in relation to implicit learning which seemingly leads to an automatic process and production of a language, it is peripheral to shed light on automaticity since it is postulated that a language which is acquired implicitly will result in automaticity and a long-term efficiency [29].…”

Section: Literature Review On Implicit Learningmentioning

confidence: 99%

Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Yusuf¹

2021

CLS

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It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners' potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.

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Section: Literature Review On Implicit Learningmentioning

confidence: 99%

Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Yusuf¹

2021

CLS

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“…Danesi and Mollica (cited in Mahmoodzadeh (Mahmoodzadeh, 2012 )) proposed the bimodality language teaching construct in 1988, which was aimed at aiding the between-hemisphere information flow; however, this never turned into a formal language teaching approach. In fact, the bond between neurolinguistic theory and language teaching practice has not been clearly established (Nergis, 2011 ). The reason might be neurolinguistics’ apparent dissociation from the social.…”

Section: Introductionmentioning

confidence: 99%

Effect of the Neurolinguistic Approach on EFL Learners’ Implicit and Explicit Grammar Knowledge: The Present Perfect Tense in Focus

Bagherkazemi

Shekarabi

2022

English Teaching & Learning

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The neurolinguistic approach (NLA) is an intensive sentence-based pedagogy designed specifically for low-proficiency learners. It places a premium on orality and the development of both internal and external grammars through a project-based literacy loop. The present study employed a pretest–posttest control group design to investigate the effect of NLA on conveniently sampled pre-intermediate EFL learners’ implicit and explicit knowledge of the English present perfect tense. Treatment for the experimental group (EG; N = 25) spanned three 1.5-h project-based sessions, with orality marking the beginning and end of each session and reading, rule induction, and writing as intermediary phases. The control group (CG; N = 24), on the other hand, was exposed to tense-rich reading input, followed by rule explanation and follow-up communicative tasks. Implicit knowledge was measured through a timed grammaticality judgment test and an interview, and explicit knowledge was measured through an untimed grammaticality judgment test and a metalinguistic knowledge test. ANOVA results showed CG’s and EG’s comparable significant gains on explicit knowledge measures and only EG’s significant gain on implicit knowledge measures. The findings substantiate NLA’s potential for the development of both internal and external grammars and have implications for grammar instruction.

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“…A LGUNOS científicos han sugerido que la neurociencia puede contribuir en las prácticas de educación [1] y, que es importante que los educadores tengan conocimiento sobre el funcionamiento del cerebro para tener información adicional sobre el proceso de aprendizaje [2].…”

Section: Introductionunclassified

“…Conocer los elementos básicos del funcionamiento cerebral y lo relacionado con la estimulación sensorial a nivel de "la vista, el sonido, el tacto, el dolor, el olor, el sabor y la sensación de los movimientos corporales" [3], permitiría el uso de recursos educativos de mejor forma y un resultado exitoso con estudiantes [4]. En la actualidad, se conocen investigaciones interesantes relacionadas con la representación del lenguaje en el cerebro y cómo el aprendizaje realmente tiene lugar en un sentido neurológico, ya que la pérdida del lenguaje se relaciona con daños en el cerebro [1].…”

Section: Introductionunclassified

Integración de estrategias didácticas y neurocientífi cas para mejorar la motivación y el aprendizaje en cursos de química básica

Gonzalez¹,

Palomeque²

2017

Entre cienc. ing.

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To what extent does neurolinguistics embody EFL teaching methods?

Cited by 7 publications

References 18 publications

Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Effect of the Neurolinguistic Approach on EFL Learners’ Implicit and Explicit Grammar Knowledge: The Present Perfect Tense in Focus

Integración de estrategias didácticas y neurocientífi cas para mejorar la motivación y el aprendizaje en cursos de química básica

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