Neuroscientific Approach to Teaching English as a Foreign Language

Jana Trníková, Slovakia, ID LLCE2016-386;     Each pupil brings a unique personal neural history to school every day. This history as well as the brain of the student influence and determine the learning process. Through brain research and technology we know more about effective teaching practices nowadays. We can solve many of the reasons why some children have difficulty in learning. Research and principles from neuroscience, neuroeducation, brain-based learning, etc. have practical implications for classroom instruction. The classroom must provide stimulating activities that create desired activation in the student’s brain. This applies in every age. The implications of mentioned field on learning foreign languages are huge. Learning second language creates a neural network as well as learning mother tongue. The paper also focuses on research findings related to CLIL method. 

Key words: neuroscience, neuroeducation, brain-based learning, EFL, CLIL



Journal of Language and Cultural Education Journal of Language and Cultural Education
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