The topic of this article is the link between research on the neurocognition of the teaching--acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner's brain…

In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11- to 13-year-old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques…

The human mind has two types of memory: short-term and long-term. In all types of learning, it is best to use that structure rather than to fight against it. One way to do that is to ensure that learners can fit new information into patterns that can be stored in and more easily retrieved from long-term memory.

Two experiments on bimodality are discussed that appear to tentatively support its potential usefulness to the study of second-language teaching. The notion of bimodality and neurological learning flow are also reviewed briefly. (23 references) (LB)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

Presents evidence of differences in brain function lateralization between Japanese-speakers and speakers of Indo-European languages, and suggests that current conceptualizations of brain function specialization are not adequate. (AM)

Data and models about recognition and recall of words and nonwords are unified using a real-time network processing theory. Adaptive resonance theory arose from an analysis of how a language system self-organizes in real time in response to its complex input environment. (Author/LMO)

Demonstrates what is to be understood by "procedural knowledge," at a time when researchers demand more process-oriented language courses to replace factual knowledge-oriented ones. The article presents a neurobiologically based model of the mental processes involved in the acquisition and use of language knowledge and discusses how pedagogical…

The modified stage hypothesis, which predicts the balance of right v. left hemisphere involvement in learning or acquisition of languages, is examined and an apparent contradiction is found between conclusions from experimental findings supporting the hypothesis and Krashen's Monitor theory underlying it. (MSE)

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

A group of adult intensive English students, language teachers, and graduate music education students were taught a 300-word German vocabulary list in a five-week period, some with and some without Baroque music but with superlearning techniques, and some by traditional techniques. Accelerated learning by superlearning methods could not be…

Examines the differences between three instructional systems: learning styles, neuro-linguistic programming, and "Suggestopoedia." Topics include the philosophical basis of each system; teaching methodologies; the use of multimedia; the use of time; environmental settings; and approaches to human emotion, individual sociological differences, and…

Reexamines the question of why pattern practice fails by hypothesizing about the information processing activities that they entail. (Author/CFM)

The difficulty with which native English-speaking adults learning French control the distinction between verb aspects has prompted study of the neurological processes that may affect this learning process. It is concluded that it may not be possible to change these basic perception patterns of adult learners. (MSE)