Evidence from Neurolinguistic Methodologies: Can It Actually Inform Linguistic/Language Acquisition Theories and Translate to Evidence-Based Applications?

Autor/inn/en	Roberts, Leah; González Alonso, Jorge; Pliatsikas, Christos; Rothman, Jason
Titel	Evidence from Neurolinguistic Methodologies: Can It Actually Inform Linguistic/Language Acquisition Theories and Translate to Evidence-Based Applications?
Quelle	In: Second Language Research, 34 (2018) 1, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658316644010
Schlagwörter	Neurolinguistics; Neurosciences; Second Language Learning; Scientific Research; Language Processing; Linguistic Theory; Evidence Based Practice; Second Language Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Neurolinguistisches Programmieren; Neuroscience; Neurowissenschaften; Neurowissenschaft; Zweitsprachenerwerb; Sprachverarbeitung; Linguistische Theorie; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramatically in the past 20 years, providing a wealth of exciting findings, many of which are discussed in the articles in this issue of the journal. The goal of this commentary is twofold. The first is to critically assess the current state of neurolinguistic data from the point of view of language acquisition and processing--informed by the articles that comprise this special issue and the literature as a whole--pondering how the neuroscience of language/processing might inform us with respect to linguistic and language acquisition theories. The second goal is to offer some links from implications of exploring the first goal towards informing language teachers and the creation of linguistically and neurolinguistically-informed evidence-based pedagogies for non-native language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01