Brain research and language learning

Brain Research

and Language Learning

Taken from Rochelle KeoghInternational Language Center 2009

Dr. Pascale MichelonDr. Pascale Michelon

Words in the brain are not stored Words in the brain are not stored randomly. They seemed to be quite randomly. They seemed to be quite organized. Research has shown that organized. Research has shown that words that are often heard together words that are often heard together (such as salt and pepper) or words (such as salt and pepper) or words that share some meaning (such as that share some meaning (such as nurse and doctor) are connected or nurse and doctor) are connected or associated in the brain. Once you associated in the brain. Once you hear one, the other is activated.hear one, the other is activated.

What is the connecting word? What is the connecting word? 1. LOCK – PIANO1. LOCK – PIANO

2. SHIP – CARD2. SHIP – CARD

3. TREE – CAR3. TREE – CAR

4. SCHOOL – EYE4. SCHOOL – EYE

5. PILLOW – COURT5. PILLOW – COURT

6. RIVER – MONEY6. RIVER – MONEY

7. BED – PAPER7. BED – PAPER

8. ARMY – WATER8. ARMY – WATER

9. TENNIS – NOISE9. TENNIS – NOISE

10. EGYPTIAN – MOTHER10. EGYPTIAN – MOTHER

11. SMOKER – PLUMBER11. SMOKER – PLUMBER

1. LOCK – PIANO - KEY1. LOCK – PIANO - KEY

2. SHIP – CARD - DECK2. SHIP – CARD - DECK

3. TREE – CAR - TRUNK3. TREE – CAR - TRUNK

4. SCHOOL – EYE - PUPIL4. SCHOOL – EYE - PUPIL

5. PILLOW – COURT - CASE5. PILLOW – COURT - CASE

6. RIVER – MONEY - BANK6. RIVER – MONEY - BANK

7. BED – PAPER - SHEET7. BED – PAPER - SHEET

8. ARMY – WATER - TANK8. ARMY – WATER - TANK

9. TENNIS – NOISE - RACKET9. TENNIS – NOISE - RACKET

10. EGYPTIAN – MOTHER - MUMMY10. EGYPTIAN – MOTHER - MUMMY

11. SMOKER – PLUMBER - PIPE11. SMOKER – PLUMBER - PIPE

Neurons“store” information

Dendritesgrow when you learn

Evion Commercial

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive Load: Reduce Cognitive Load: Cognitive Cognitive increases with new learning. Make sure increases with new learning. Make sure you reduce cognitive load until Ss are you reduce cognitive load until Ss are comfortable using their new skills.comfortable using their new skills.

► ► Stroop Test (PARTNERS)Stroop Test (PARTNERS)

RED RED PINKPINK

RED RED PINKPINK

Quick! say aloud what color you see in Quick! say aloud what color you see in every word, NOT the word you readevery word, NOT the word you read..

GREENGREEN REDRED BLUEBLUE PURPLEPURPLE PINKPINK ORANGEORANGE BROWNBROWN

REDRED BLUEBLUE GREENGREEN PINKPINK ORANGEORANGE BROWNBROWN PURPLEPURPLE

Quick! say aloud what color you see in Quick! say aloud what color you see in every word, NOT the word you read.every word, NOT the word you read.

GREENGREEN REDRED BLUEBLUE PURPLEPURPLE PINKPINK ORANGEORANGE BROWNBROWN

REDRED BLUEBLUE GREENGREEN PINKPINK ORANGEORANGE BROWNBROWN PURPLEPURPLE

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment Provide Positive Social InteractionProvide Positive Social Interaction

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment Provide Positive Social InteractionProvide Positive Social Interaction ““Use it or lose it!”Use it or lose it!”

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment Provide Positive Social InteractionProvide Positive Social Interaction ““Use it or lose it!”Use it or lose it!” Language Learning Develops Selective Language Learning Develops Selective

AttentionAttention

Basketball Attention TaskBasketball Attention Task

Watch the videoWatch the video

Count the number of times the kids in the Count the number of times the kids in the white shirts pass the basketball. white shirts pass the basketball.

DO NOT count aloud, use your fingers, DO NOT count aloud, use your fingers, talk, laugh, or react to the video at all until talk, laugh, or react to the video at all until it is finished so that everyone can it is finished so that everyone can concentrate. concentrate.

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment Provide Positive Social InteractionProvide Positive Social Interaction ““Use it or lose it!”Use it or lose it!” Language Learning Develops Selective Language Learning Develops Selective

AttentionAttention ““I know it, but I can’t explain it.”I know it, but I can’t explain it.”

Principles for Language TeachersPrinciples for Language Teachers

Reduce Cognitive LoadReduce Cognitive Load Create a Multi-sensory EnvironmentCreate a Multi-sensory Environment Provide Positive Social InteractionProvide Positive Social Interaction ““Use it or lose it!”Use it or lose it!” Language Learning Develops Selective Language Learning Develops Selective

AttentionAttention ““I know it, but I can’t explain it.”I know it, but I can’t explain it.” Organize the ChaosOrganize the Chaos