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ID:35059075
大小:28.00 KB
页数:12页
时间:2019-03-17
《applications of brain-based research to second language teaching and learning- part _0》由会员上传分享,免费在线阅读,更多相关内容在应用文档-天天文库。
1、--------------------------------------------精品文档Word可编辑值得收藏------------------------------------------------ApplicationsofBrain-BasedResearchtoSecondLanguageTeachingandLearning:PartApplicationsofBrain-BasedResearchtoSecondLanguageTeachingandLearning:Part2byMaryAnnChristisonThisarticleisadaptedfromthe
2、author’splenaryspeechatthe32ndAnnualTESOLConventioninSeattle,Washington.Theinformalnatureofthepresentationhasbeenretained.Part2ofthisarticlefocusesonfivebasicmind-brainprinciples(CaineCaine,1994)thatareapplicabletoourworkassecondlanguageeducators.Mind-BrainPrinciplesThehumanbrainisaparallelprocessor
3、.12----------------------------------------------------精品文档值得收藏-------------------------------------------------------------------------------------------------------精品文档Word可编辑值得收藏------------------------------------------------Secondlanguagetheme:Applyinglearningstyles,multipleintelligences,andoth
4、erstrategiesandtechniquesfordealingwithdiversityinlearnersEducationalapplication:Thereisnoonemethod,strategy,orapproachtolanguageteachingthatcanencompassalllearnersandthevariationsofthehumanbrain.Teacherswhoselectfromabroadrepertoireoftechniquesandstrategiesaremoresuccessfulinengagingtheirlearners.T
5、hebraindownshiftswhenunderthreat.12----------------------------------------------------精品文档值得收藏-------------------------------------------------------------------------------------------------------精品文档Word可编辑值得收藏------------------------------------------------Secondlanguagetheme:Promotingapositivea
6、ffectiveclimateinsecondlanguageclassroomsEducationalapplication:Studiesinbrainphysiologynowsupportthenotionofdownshifting,inwhichtheperceptualfieldnarrowsandthesecondlanguagelearnerfeelsthreatenedandstressed.Asaresult,thesecondlanguagelearnerbecomeslessflexible,revertstomoreroutinebehavior,andhasdif
7、ficultyprocessingnewinformation.Secondlanguageteachershaveknownintuitivelyandexperientiallythataffectisimportantinsecondlanguagelearning.CaineandCaine(1994)suggestthatteachersshouldworktocreateastateo
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