NEUROSCIENCE ROLE IN THE FOREIGN LANGUAGE TEACHING AND LEARNING

Autores

  • Igor Filipini Cearon
  • Heloísa Pedroso de Moraes Feltes

Palavras-chave:

neurociência, neuroeducação, período crítico, lingua estrangeira, metodologias de ensino-aprendizagem

Resumo

ABSTRACT

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.

RESUMO

O PAPEL DA NEUROCIÊNCIA NO ENSINO E APRENDIZAGEM DE LÍNGUA ESTRANGEIRA

Este artigo pretende estabelecer uma conexão entre a neurociência e o ensino e aprendizagem de uma língua estrangeira; começando por uma introdução do assunto; em seguida apresentando uma visão geral de quais áreas do cérebro estão relacionadas à linguagem, as conceituações da neuroplasticidade e os diferentes conceitos da hipótese do período crítico e sensível. Após,  é realizada uma análise de quais contribuições a neurociência fez no campo de ensino e aprendizagem de línguas, bem como de que modo essas contribuições podem ser adaptadas e aplicadas em uma sala de aula de língua estrangeira.. Concluiu-se que a neurociência pode ser capaz de apoiar as metodologias do professor, a fim de melhorar suas técnicas e facilitar o aprendizado dos alunos.

Referências

Abutalebi, J. (2008). Neural aspects of second language representation and language control. Science Direct, 128, 466-478.

Alonso, E. C. (2017). Neurociencia congnitiva aplicada al aprendizaje de segundas lenguas. 2017. 74 p. Theses (Senior Honor) - Education course, Universidade Internacional de La Rioja. Available at: <http://reunir.unir.net/123456789/4713>. Access on: May 07, 2017.

Badcock, N. A. et al. (2012) Co-localisation of abnormal brain structure and function in specific language impairment. Brain and Language, 120(3), 10-320.

Biedroń, A. (2015) Neurology of foreign language aptitude. SSLLT, 5(1), 13-40.

Birdsong, D. (2006) Age and second language acquisition and processing: a selective overview. Language Learning Journal, 56, 9-49.

Cruz, A. A review of the neuroscience of second language acquisition. 2017. 39 p. Theses (Senior Honor) - Special Education Course, Eastern Michigan University, Michigan, 2017. Available at: <http://commons.emich.edu/honors/?utm_source=commons.emich.edu/honors/559&utm_medium=PDF&utm_campaign=PDFCoverPages>. Access on: Aug 29, 2017.

Dick, A. S.; & Tremblay, P. (2012). Beyond the arcuate fasciculus: consensus and controversy in the connectional anatomy of language. Brain, v. 135(12), 3529-3550.

Friederici, A. D. (2006). The neural basis of language development and its impairment. Neuron, 52(6), 941-952.

Friederici, A. D. (2011). The Brain Basis of Language Processing: From Structure to Function. Physiological Reviews, 91(4), 1357-1392.

Green, K. (2016). The human brain does not need high levels of motivation to learn a foreign language: motivation has had its day. Advances in Language and Literary Studies, 7(5), 70-77.

Greenough, W. T.; Black, J. E.; & Wallace, C. S. (1987). Experience and brain development. Child Development, 58(3), 539-559.

Guy, R.; & Byrne, B. (2013). Article Commentary: Neuroscience and Learning. Journal of Experimental Neuroscience, 7, 39-42.

Hahne, A.; & Friederici, A. D. (2001). Processing a second language: late learners' comprehension mechanisms as revealed by event-related brain potentials. Bilingualism: Language and Cognition, 4(2), 123-141.

Krishnan, Saloni; W., K. E.; & Bishop, D. V. M. (2016). Neurobiological Basis of Language Learning Difficulties. Trends in Cognitive Sciences, 20(9), 701-714.

Kuhl, P. K. (2010) Brain Mechanisms in Early Language Acquisition. Neuron, 67(5), 713-727.

Kuhl, P.K. (2011). Early Language learning and literacy: neuroscience implications for education. Mind, Brain, and Education, 5(3), 128-142.

Li, P.; Legault, J.; & Litcofsky, K. A. (2014) Neuroplasticity as a function of second language learning: Anatomical changes in the human brain. Cortex, 58, 301-324.

Lief, J. Can Neuroscience Improve Education. Searching For The Mind. 2014. Available at: <http://jonlieffmd.com/blog/can-neuroscience-improve-education?utm_content=bufferf4558&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer>. Access on: May 15, 2018.

Mårtensson, J. et al. (2012). Growth of language-related brain areas after foreign language learning. Neuroimage, 63(1), 240-244.

Munakata, Y.; Casey, B. J.; & Diamond, A. (2004). Developmental cognitive neuroscience: progress and potential. Trends in Cognitive Sciences, 8(3), 122-128.

Nergis, A. (2011). To what extent does neurolinguistics embody EFL teaching methods? Science Direct, 15, 143-147.

Netten, J.; & Germain, C. (2012). A new paradigm for the learning of a second or foreign language: the neurolinguistic approach. Neuroeducation, 1(1), 85-114.

Nouri, A. (2015) Cognitive Neuroscience of foreign language education: myths and realities. RELP, 3(1), 40-47.

Osterhout, L. et al. (2008) Second-language learning and changes in the brain. J Neurolinguistics, 21(6), 509-521.

Royal Society. (2011). Brain Waves Module 2: Neuroscience: implications for education and lifelong learning. London: The Royal Society.

Sinani, J. (2012). The role of neuroscience in the learning of a foreign language 2012, Tirana. 1st Albania International Conference on Education. (pp. 615-621). Tirana: Albania International Conference on Education.

Singleton, D. (2005). The critical period hypothesis: A coat of many colours. Iral - International Review of Applied Linguistics in Language Teaching, 43(4), 269-285.

Stein, M. et al. (2012). Structural plasticity in the language system related to increased second language proficiency. Cortex, 48(4), 458-465.

Stiles, J.; Jernigan, T. L. (2010). The basics of brain development. Neuropsychology Review, 20(4), 327-348.

Swain, M. (2011). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207.

Tallal, P.; Miller, S.; & Fitch, R. H. (1993). Neurobiological basis of speech: a case for the preeminence of temporal processing. Annals of the New York Academy of Sciences, 682(1), 27-47.

Talukder, Gargi. How the brain learns a second language. Brain Connection, 2001. Available at: <https://brainconnection.brainhq.com/2001/01/27/how-the-brain-learns-a-second-language/>. Access on: Aug 15, 2017.

Tokuhama-Espinosa, T. (2013). What neuroscience tells us about how to teach foreign languages. New Routes Disal, 52, 30-32.

Walker, S. Neuroscience and learning-progress and limitations. Montrese42 Blog. 2015. Available at: <https://montrose42.wordpress.com/2015/04/08/neuroscience-and-learning-progress-and-limitations/>. Access on: May 17, 2018.

White, E. J. et al. (2013). Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan. Frontiers in Systems Neuroscience, 7, 1-18.

Zhang, Y.; & Wang, Y. (2007). Neural plasticity in speech acquisition and pp. 615-621learning. Bilingualism: Language and Cognition, 10(2), 147-160.

Publicado

2020-12-13

Como Citar

Filipini Cearon, I., & Pedroso de Moraes Feltes , H. (2020). NEUROSCIENCE ROLE IN THE FOREIGN LANGUAGE TEACHING AND LEARNING. Ciências & Cognição, 25(1), 43-60. Recuperado de https://www.cienciasecognicao.org/revista/index.php/cec/article/view/1770

Edição

Seção

Artigos Científicos / Scientific Articles