Welche Bedeutung haben die Neurowissenschaften für die Fremdsprachendidaktik? : eine pro- und retrospektive Studie in Bezug auf Theorie und Praxis
type: CreativeWork
description: Today, there is growing demand that education should be integrated with relevant neuroscientific findings to answer questions of upbringing and learning. This approach is considered both forward-looking and necessary internationally. For example, in 2004 the OECD organised conferences under the title “Brain and Learning” in several countries. For quite a time the discipline of foreign language teaching (FLT) is attempting to integrate findings of neuroscience with its own theories and recommended methods. In parallel a new discipline called neurodidactics (ND) has emerged from education. As a spin-off discipline ND wants to answer questions of learning by means of neuroscience. However, ND as well as similar approaches also raise serious doubts about their practicability. OBJECTIVES: The objective of this dissertation is to focus the dichotomy between approval and rejection of this new trend in education. With regard to FLT it is analysed to what extent authors refer to neuroscience to shed new light on the theory and practice of foreign language learning and teaching, i.e. to separate the theoretical and methodological wheat from the chaff. Another aim of this dissertation is to pave the way for the future effective cooperation between neuroscience and FLT. METHOD: The method is twofold. Firstly, scanning the FLT literature the integration of neuroscientific findings with FLT is analysed within a fifteen year time frame from 1990 to 2004. The data found is assessed qualitatively with special regard to 1) the representation of language in the brain, 2) the paradigm shift, where symbolism is replaced by connectionism, and 3) various aspects of learning and memory. Secondly, based on the analysis advice for the future cooperation of FLT and neuroscience is given. RESULTS: Bridging the gap between FLT and neuroscience often fails: As for instance, authors of FLT a) misinterpret models of neuroscience and cognitive psychology, b) draw conclusions from unsuitable and/or …
abstract: Today, there is growing demand that education should be integrated with relevant neuroscientific findings to answer questions of upbringing and learning. This approach is considered both forward-looking and necessary internationally. For example, in 2004 the OECD organised conferences under the title “Brain and Learning” in several countries. For quite a time the discipline of foreign language teaching (FLT) is attempting to integrate findings of neuroscience with its own theories and recommended methods. In parallel a new discipline called neurodidactics (ND) has emerged from education. As a spin-off discipline ND wants to answer questions of learning by means of neuroscience. However, ND as well as similar approaches also raise serious doubts about their practicability. OBJECTIVES: The objective of this dissertation is to focus the dichotomy between approval and rejection of this new trend in education. With regard to FLT it is analysed to what extent authors refer to neuroscience to shed new light on the theory and practice of foreign language learning and teaching, i.e. to separate the theoretical and methodological wheat from the chaff. Another aim of this dissertation is to pave the way for the future effective cooperation between neuroscience and FLT. METHOD: The method is twofold. Firstly, scanning the FLT literature the integration of neuroscientific findings with FLT is analysed within a fifteen year time frame from 1990 to 2004. The data found is assessed qualitatively with special regard to 1) the representation of language in the brain, 2) the paradigm shift, where symbolism is replaced by connectionism, and 3) various aspects of learning and memory. Secondly, based on the analysis advice for the future cooperation of FLT and neuroscience is given. RESULTS: Bridging the gap between FLT and neuroscience often fails: As for instance, authors of FLT a) misinterpret models of neuroscience and cognitive psychology, b) draw conclusions from unsuitable and/or …
author: Teepe, Harald
language: ger
keywords: info:eu-repo/classification/ddc/370, Neurologie, Fachdidaktik, Englischunterricht, Erziehung, Schul- und Bildungswesen, Fremdsprachenunterricht, Fachdidaktik Englisch, Neurowissenschaften, Neurodidaktik, Fremdsprachenforschung, Sprache, Gehirn, Konnektionismus
date published: 2005
date modified: 2026-07-30T19:43:19Z
provider: RWTH Aachen University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Publikationsserver der RWTH Aachen University