A brain-based approach to teaching English as a second language

Education as Change, 2011

The advances in brain-based researches, new insights about the brain and how it works have all led to rich developments, ideas and principles that can be used in educational settings. In this research, three main factors, relaxed alertness, orchestrated immersion and active processing , have been considered as essential phases for a complementary learning environment. Moreover, the twelve main principles of brain-based research and how these might apply to learning and teaching English as a foreign language (EFL) formed the basis for the brain-based part of this study. As far as the e-learning part is concerned, a course website was created and designed according to brain-based principles. The purpose of this experimental study is to examine if there is a significant relationship between brain-based e-learning and grammar translation method in middleschool students' academic achievements and attitudes towards an English course taught in Turkey. In this study, a course unit with a brain-based learning approach supported with e-learning strategy was studied in an experimental group that consisted of 68 seventh grade students; in the control group, 34 students studied the same unit using a grammar translation method for four weeks. The findings obtained at the end of this study were that the experimental group students' academic achievements in the unit with brain based e-learning were higher than the control group students' academic achievements in the unit (ie the group that used a grammar translation method). That said, no significant difference was found in terms of attitudes between students in the experimental and control groups.

Journal of Arts and Humanities, 2014

The assessment process built into student evaluations for such courses should take into account the various learning engagement points that enhanced the learning experience.

Journal of Philosophy of Education, 2008

Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical models' to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify 'biomarkers' of educational risk, and provide new methodologies to test the effects of educational interventions.

The International journal of analytical and experimental modal analysis, 2019

"Education is the most powerful weapon which you can use to change the world."-Nelson Mandela. An education by definition is "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life." Education helps us to explore our own thoughts and ideas and makes it possible to express it in different forms. Education is the gateway to success. Success can be achieved when people have knowledge, skills and attitude. All these things can be gained only with the help of education. Education is the act of learning things around us. It helps us to easily understand and deal with any problem and makes balance through the whole life in every aspect. Education is the first and foremost rights of every human being. Without education, we are incomplete and our lives are useless. Education helps us to set a goal and makes us humble education creates awareness and expands our vision. BRAIN BASED LEARNING According to Howard-Jones (2008), by the development of neuroscientific knowledge, some experts and instructors are being gradually aware of the advantages of neuroscience regarding the brain and its function when students learn. The development of neuroscientific knowledge has increased brain-based teaching. In contrast to the prior beliefs that learning involves only the superior part of the human body, brain-based teaching approach sticks to the idea that learning consists of the total structure of a human being (R.

International journal of health sciences

This research has based on a theoretical review of the knowledge about the topics, the importance of the brain and its learning styles, which some theorists propose, whose interests and publications focus on the importance of the brain for learning. The purpose was to demonstrate, the impact of these topics on the teaching-learning process and the problems. That arise around them, as well as topics on the need to incorporate flexible models that take into account the diversity of human thought. Develop capacities taking into account the particularities of the student, attention should be paid, manipulate methodological strategies and resources that respond to the different learning styles and systems proposed in this article, so that the teaching of all students benefits, according to their progressive period, level of development and educational needs, without separating them from their environment or context in which they operate. It shows how the brain influences learning, so tha...

European Journal of Education, 2008

Notes from the Field, 2014

Although a number of papers have already discussed the relevance of brain research for education, the fundamental concepts and discoveries connecting education and the brain have not been systematically reviewed yet. In this paper, four of these concepts are presented and evidence concerning each one is reviewed. First, the concept of neuroplasticity is proposed as a sine qua non for linking education and the brain. Then, the concepts of neuronal recycling and inhibition are presented as two fundamental mechanisms of school learning that emphasize the importance of knowing the initial brain structure of learners and, finally, the concept of attention is discussed as a central concept for linking teaching and the brain.