BRAIN AND FOREIGN LANGUAGE LEARNING: A NEUROPEDAGOGICAL PERSPECTIVE

Abstract

This study investigates the neurobiological correlates of foreign language (FL) learning/acquisition, specifically examining the interplay between the brain structure, its functions, and FL acquisition. In particular, the study posits that a comprehensive understanding of neurological foundations of language perception and procession is essential for optimizing language learning outcomes.

The primary objective of this article is to synthesize current research on the neurobiological underpinnings of FL acquisition, with a focus on the contributions of the cognitive and affective factors to FL acquisition.

Methods. This research employs a systematic review, theoretical positioning, analysis and synthesis of findings from neuroscience, psychology, and linguistics to elucidate the neural mechanisms underlying FL learning.

Results. The conducted analysis reveals that FL acquisition induces neuroplastic changes across diverse brain regions, including all cerebral lobes, and enhances white matter connectivity within language processing networks. While the left hemisphere demonstrates dominance in verbal processing, the right hemisphere plays a significant role in early language learning stages. The arcuate fasciculus, a critical neural tract connecting the Broca and the Wernicke areas, is essential for effective language processing. Furthermore, affective factors exert a profound influence on FL learning outcomes. Specifically, positive emotions, such as enjoyment and motivation, foster engagement, whereas negative emotions, such as anxiety, can impede learning. Emotional intelligence, facilitating self-regulation, positive social interactions, and enhanced communication skills, is crucial for successful FLL. Content- and process-related, as well as collaborative learning emotions also significantly modulate the language learning experience.

Scientific Novelty. This study contributes novel insights to FL Pedagogy by integrating neurological and affective perspectives on FL learning, exposing the interconnectedness of cognitive and affective processes in language acquisition.

Conclusions. FL learning is a complex activity arising from the dynamic interaction of neuroanatomical structures and cognitive functions of the human brain. Successful FL acquisition is contingent upon multiple factors, including the brain's structural and functional adaptability, and the recognition of affective and neurological influences on learning. Therefore, pedagogical strategies should extend beyond purely cognitive language instruction to incorporate affective factors and cultivate supportive learning environments.

Implications for Further Research. The study reveals implications for further research in the field of FL Neuropedagogy. Particularly, future research is deemed to delve into identifying notable pedagogical interventions to enhance neural plasticity for effective FL learning with a special focus on the impact of diverse teaching methodologies on neural adaptation in this process.