The field of cognitive neuroscience of English second language acquisition (L2A) is a relatively new but rapidly growing field. It seeks to understand the neural mechanisms underlying the acquisition and use of English as a second language. This research has the potential to inform our understanding of how English L2A is best taught and learned.

One of the key findings of cognitive neuroscience research on English L2A is that the process of learning a second language involves changes in the structure and function of the brain. For example, studies have shown that bilinguals have more gray matter in certain brain regions involved in language processing, such as Broca’s area and Wernicke’s area. They also have stronger connections between these brain regions.

Another key finding is that the brain uses different neural networks to process English as a first language (L1) and English as a second language (L2). For example, studies have shown that bilinguals activate different brain regions when they read and listen to English in their L1 and L2. This suggests that the brain needs to learn to switch between different neural networks when bilinguals are using their two languages.

Cognitive neuroscience research on English L2A has also shed light on the role of different cognitive factors in L2A, such as attention, memory, and executive function. For example, studies have shown that bilinguals have better attention control and working memory than monolinguals. This suggests that these cognitive factors may play an important role in L2A success.

The research on the cognitive neuroscience of English L2A is still in its early stages, but it has the potential to revolutionize our understanding of how English L2A is best taught and learned. By understanding the neural mechanisms underlying L2A, we can develop more effective teaching methods and learning strategies.

Here are some specific ways in which cognitive neuroscience research on English L2A can help us understand how English as a second language is learnt and should be taught:

Understanding the role of different cognitive factors in L2A success: Cognitive neuroscience research can help us to understand which cognitive factors, such as attention, memory, and executive function, are most important for L2A success. This information can then be used to develop teaching methods and learning strategies that target these specific cognitive factors.

Identifying the optimal age for L2A: Cognitive neuroscience research can help us to identify the optimal age for L2A. This information can then be used to develop educational policies and programs that promote early L2A.

Developing personalized learning programs: Cognitive neuroscience research can be used to develop personalized learning programs that take into account individual learners’ cognitive strengths and weaknesses. This can help to ensure that all learners have the opportunity to succeed in L2A.

Overall, the field of cognitive neuroscience of English L2A is a rapidly growing field with the potential to revolutionize our understanding of how English L2A is best taught and learned. By understanding the neural mechanisms underlying L2A, we can develop more effective teaching methods and learning strategies.

Chief Editor

Professor Liudmila Bolsunovskaya
Tomsk State University
Tomsk
Russia
https://scope.directory/liudmila-bolsunovskaya/

Dr. Paul Robertson
University of Adelaide