BEYİN ODAKLI ÖGRENİM VE YABANCI DİL EĞİTİMİNDEKİ ÖNEMİ

Abstract

This article emphasizes the importance of the findings gathered from the brain research on the language teaching. Recently, there has been a growing interest in the research focussing on the relationship between brain and language among foreign language specialists. Brain research has illustrated that foreign language teachers can enhance their effectiveness in the classroom on the basis of the findings concerning the natural learning functions of the brain. In the study, the basic components of the brain-based learning have been examined, and then it has been illustrated that these components can rightly signify crucial insights into foreign language teaching and learning

Keywords

• Brain-based learning
• language training
• YABANCI DİL

BEYİN ODAKLI ÖGRENİM VE YABANCI DİL EĞİTİMİNDEKİ ÖNEMİ

Öz

Bu makale beyin ile ilgili yürütülen araştırmalardan elde edilen bulguların yabancı dil öğretimindeki önemini vurgulamaktadır. Son yıllarda yabancı dil eğitimcileri arasında dil ve beyin üzerine yürütülen araştırmalara karşı yoğun bir ilgi yaşandığı görülmektedir. Beyin üzerinde yapılan araştırmalar, yabancı dil öğretmenlerinin beynin doğal öğrenme fonksiyonlarına dair elde edilen bulgulara dayanarak dil sınıflarındaki etkinliklerini geliştirebileceklerini göstermektedir. Çalışmada beyin odaklı öğretimin temel ilkeleri incelenerek, bunların etkin bir yabancı dil öğretimine yönelik önemli ipuçları sundukları gösterilmiştir

Anahtar Kelimeler

• Beyin odaklı öğretim
• dil öğretimi
• YABANCI DİL

References

1. Banich, M.T. (1997). Neuropsychology: The neural bases of mental function. Boston: Houghton-Mifflin
2. Berliner, D.C. (1984). “The half-full glass: A review of research on teaching.” In Using What We know about Teaching. Ed. P.L. Hosford. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Caine, R.N. & Caine, G. (1994). Making Connections. The USA: Addison-Wesley Innovative Learning Publication.
4. Christison, M. (1998). “Applications of brain-based research to second language education.” Plenary speech presented at the 32nd TESOL convention, Seattle, WA, March.
5. Christison, M. (1999). “Applications of brain-based research to second language education.” Parts 1 and 2. TESOL Matters, 9, 2 (April/May).
6. Elman, J. (1997). Rethinking innateness. Cambridge: MIT Press
7. Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
8. Genesee, F. (2000). Brain Research: Implications for Second Language Learning. Retrieved from www.cal.org/resource/digest

9. Jensen, E. (2000). Teaching with the brain in mind. Alexandria. VA: Association of Supervision and Curriculum Development.
10. Nummela, R. and T. Rosengren. (1986). “What’s happening in student’s brains may redefine teaching.” Educational Leadership, 43, 8, pp. 49-53.
11. Ornstein, R. and D. Sobel. (1987). The healing brain: Breakthrough discoveries about how the brain keeps us healthy. New York: Simon and Schuster.
12. Rosenfield, I. (1998). The invention of memory. New York: Basic Books