Insights from neuroscience into foreign language teaching and learning

Abstract

The present article reports on specific findings of neuroscience research in relation to language teaching and learning. It states that among the evidence-based approaches, reading aloud, think-pair-share, and intensive training are qualified as important procedures in promoting learning. This is made possible as they intervene in shaping neural networks causing changes to specific structures of the brain in ways which foster memory encoding. A prominent role of the nature of the teaching environment is advocated. The significance of monitoring the stress levels in the classroom setting is highlighted. Discussion then turns to what is recently described as neuromyths in the domains of teaching and learning. The article finally concludes with the importance of scepticism in interpreting scientific knowledge in order to prevent introducing misleading educational approaches based on loosed scientific facts. Keywords: Evidence-based practices, Intensive training, Neuromyths, Neuroscience, Reading aloud, Teaching and learning, Think-pair share