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Neurolinguistics and second language teaching: The view from the crossroads

Neurolinguistics and second language teaching: The view from the crossroads

Rastelli, Stefano (2015) Neurolinguistics and second language teaching: The view from the crossroads. Second Language Research. pp. 1-22. ISSN 0267-6583 (Print), 1477-0326 (Online) (Unpublished)

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This paper describes recent changes coming about in both neurolinguistics and in Second Language Acquisition (SLA) research. These changes converge to identify a unified theoretical framework dubbed 'the neurocognition of teaching/acquisition interface'. The aim of this paper is to describe how the main independent variables related to L2 teaching have been operationalised in neurolinguistic research so far. I will suggest how the degree of falsifiability of these studies can be raised. Moreover, since second language classroom teaching is not just about teaching grammar rules, there are other important variables whose influence could be analysed in future neurolinguistic research: statistical enhancement of input, feedback, and interaction. All these factors are essential in successful adult L2 language learning and differentiate instructed teaching from naturalistic acquisition. That is why neurolinguists interested in L2 teaching should consider addressing them. Overall, I highlight the advantages for neurolinguistics of welcoming on board more developmental linguists and L2 teachers. Although this could slightly slow down the pace at the more technical stages of the research workflow, the whole scientific enterprise of the neurocognition of teaching/acquisition interface would benefit from a cross-disciplinary approach.

Item Type: Article
Uncontrolled Keywords: Applied Linguistics, neurolinguistics, second language acquisition, neurocognition,
Faculty / Department / Research Group: Faculty of Architecture, Computing & Humanities
Faculty of Architecture, Computing & Humanities > Department of Literature, Language & Theatre
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Last Modified: 21 Apr 2017 14:46
Selected for GREAT 2016: GREAT a
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None

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