Applications of Brain-Based Research to Second Language Teaching and Learning: Part 2

s and neuroscientists. We cannot remain on the sidelines.

Brain-based learning has captured public attention. Knowing more about how the brain learns can raise our level of expertise and restore public confidence in our work as language educators. As language teachers, we must all be advocates for our profession. I hope that we take this assignment seriously and that brain-based teaching and learning becomes an important key in moving us forward.

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References

Dudai, Y. (1997). How big is human memory, or on being just useful enough. Learning and Memory, 3, 341-365.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association of Supervision and Curriculum Development.

LeDoux, J. (1994). Emotion, memory, and the brain. Scientific American, 270, 50-57.

LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Simon and Schuster.

MacLean, P. (1990). The triune brain in education. New York: Plenum Press.

Shoda, Y., Walter, M., and Peake, P. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification. Developmental Psychology, 26, 978-986.

Mary Ann Christison is serving as past president of TESOL.

(FROM: TESOL Matters June/July 1999)

《Applications of Brain-Based Research to Second Language Teaching and Learning: Part 2》