The Contribution of Cognitive Neuroscience to Interlearning Process of the English Language
DOI:
https://doi.org/10.53877/ca1k2j18Palabras clave:
cognitive neuroscience, English teaching, methodological strategies, neuroeducation, neuromythsResumen
Cognitive Neuroscience revolutionizes the way we understand learning, providing empirical foundations that allow us to redesign teaching methodologies based on brain function. The objective of this paper is to critically review the scientific literature on the implementation of principles presented by Cognitive Neuroscience associated with Neuro-education in relation to the inter-learning process of English as a foreign language. It focuses on how motivation, attention, and learning consolidation influence students' academic performance. Research conducted in Latin America and Europe is analyzed, contrasting the applied approaches and their effectiveness. The findings show that strategies based on Cognitive Neuroscience, such as gamification, multisensory learning, and emotional focus, significantly improve the educational experience. However, the persistence of neuromyths among teachers underscores the need for rigorous training in how the brain actually learns. It is concluded that Cognitive Neuroscience not only optimizes the English language interlearning process but also promotes more inclusive, personalized, and student-centered teaching.
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Derechos de autor 2025 Andrea Estefanía Carrera-Gallardo, Tania Gianella Daquilema-Cárdenas, Fernando Patricio Riera-Hermida (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
