Content uploaded by Alireza Navidmoghaddam
Author content
All content in this area was uploaded by Alireza Navidmoghaddam on Jan 30, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Abstract and Figures
With the rapid development of brain imaging technology, we can study more deeply into theknowledge of our brain. Nowadays, some methods, strategies, and even instructions in educationdomain can be revised and supported by novel science such as neurology, neuropsychology, to namejust a few. As is known to all, vocabulary instruction got new attention recently since it wasconsidered the fundamental aspect of each language under learning. In other words, the more wordslearner knows the more proficient s/he will be. It is hoped that the application of evidence obtainedfrom brain research to vocabulary instruction will maximize second language learners' effort invocabulary acquisition. Therefore, this study explores the effects of brain-compatible vocabularylearning strategy instruction (BVLSI) on vocabulary learning at Emam Hossein High School in Tabriz. Two classes selected randomly. The subjects of this study were 58 ninth-grade students thatconstructed, in each class 28 students, control and experimental group. After pre-test, the experimentalgroup participated in the 4-week intervention while the control group received traditional vocabularyinstruction. A vocabulary achievement test was carried out on all subjects to discover if the subjectshad learned the words that were covered in this teaching program. Quantitative methods were appliedto analyze collected data. Results indicated that BVLSI contributed to a more positive and activeresponse from subjects, which led to a more pleasant classroom atmosphere. Moreover, it enriched thematerials and content of vocabulary instruction. Consequently the subjects who received BVLSIachieved significantly higher test scores than those under traditional vocabulary instruction. Iconcluded that BVLSI can facilitate subjects' word learning. It is hoped that the results of the studycan shed some light on the practice of English vocabulary teaching and learning in high schools.
Figures - uploaded by Alireza Navidmoghaddam
Author content
All figure content in this area was uploaded by Alireza Navidmoghaddam
Content may be subject to copyright.
ResearchGate has not been able to resolve any citations for this publication.
How do people learn nonnative languages? Is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.
Brain Research in Language addresses important neurological issues involved in reading. The reading process is a highly composite cognitive task, which relies on brain systems that were originally devoted to other functions. The majority of studies in this area have implemented behavioral methodologies, which provide information concerning the entire cognitive sequence at the conclusion of processing only, in the reader’s output. However, these measures cannot specify all of the covert component operations that contribute to reading, nor can they determine the relative processing times required by the individual stages. Furthermore, they cannot determine which processes occur serially, which occur in parallel and which overlap in time (Brandeis & Lehmann, 1994; Johnson, 1995). Recent advancements in the field of neuroscience and cognitive development, however, have added a new dimension with regard to the research into the universal and domain specific aspects of reading with the advent of innovative neurophysiological measurement techniques. The most common are electroencephalography (EEG) and functional magnetic resonance imaging (fMRI). These two methods provide researchers with the opportunity to examine, in-depth, the neural correlates of the reading processing with precise temporal and spatial resolutions, respectively. This book presents data obtained from various studies employing behavioral, electrophysiological and imaging methodologies in different languages focusing on the regular reading process and the dyslexic population.
Educators and researchers within neuroscience, literacy, and special education will benefit from Brain Research in Language.
This personal account of using a teaching strategy vividly presents the technique's value in generating students' interest in the development of their vocabulary.
The past 10 years have become known as the Decade of the Brain. Scientists have been employing new technologies-magnetic resonance imaging, functional MRI, and positron emission topography scans-to explore how the human brain processes memory, emotion, attention, patterning, and context. Educators are increasingly relying on that research to form brain-based learning theories. Nobel Prize-winning neurobiologist Gerald Edelman compares the brain to a dense web made up of interconnecting synapses, much like the Internet. However, the number of the brain's interconnections exceeds the Internet's by an astronomical number. Humans process all incoming information through the brain's network made up of interconnections. Information already stored influences how and what we learn. Current research focuses on the brain's handling of these functions, and the role each plays in learning retention: attention context patterns emotion memory and recall motivation. The article features a sidebar on the physiology of the brain, including definitions of such terms as amygdala, neuron, dendrite, and myelin. A list of Websites containing information about brain research and learning is also included.
The strategy outlined demonstrates how students who use background knowledge, context, morphology, and dictionaries learn words more effectively.