Neurodidactics of Languages: Neuromyths in Multilingual Learners

Mathematics

César Augusto Solano Galvis¹  Antonia Navarro Rincón²  María José Carrillo López³  Laura Isla Navarro⁴ 

[1] Department of Experimental Psychology, Faculty of Education and Sport of Melilla, University of Granada, Carretera Alfonso XIII, 52005 Melilla, Spain;Department of Language and Literature Didactics, Faculty of Education and Sport of Melilla, University of Granada, Carretera Alfonso XIII, 52005 Melilla, Spain;Department of Languages, Arts and the Sport, Faculty of Education, University of Malaga, Bulevar Luis Pasteur, 29010 Malaga, Spain;MSc Computational Linguistics with Computer Science, Center for Information and Language Processing (CIS), Ludwig Maximilian University, 80539 Munich, Germany;

关键词: neurodidactics of languages;    multilingualism;    neuromyths;    foreign language teaching and learning;    second foreign language;   

DOI  :  10.3390/math10020196

来源: DOAJ

【 摘 要 】

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study.

【 授权许可】

Unknown