a brain-based model of language instruction: from theory to practice

Background: a recent trend in second language acquisition and learning has been orientedtowards brain-based studies and its association with brain development and plasticity. thereare currently unprecedented opportunities for contemporary understanding of the neurologicalbasis of second language (l2) learning owing to recent advances in cognitive neuroscience.brain functional and structural investigations have contributed remarkably to biologicalexplanations of language acquisition in addition to behavioral explorations.methods: this study used a meta-analysis of previous findings of functional neuroimagingstudies to elucidate the neuroanatomy of language learning from a functional perspective. bysynthesizing existing literature, brain activation areas associated with different language learningskills and their convergence and overlap with other areas of activation for other cognitive andmotor skills are extracted to reveal consistent functional areas of the brain. the current studyattempts to link psycholinguistic research and cognitive neuroscience in the mediation of l2learning and teaching. this review paper begins with a theoretical view of brain structure andfunction and concludes with a practical model of brain-based language instruction, resulting ina deeper understanding of the field.results: organized, conjoining cognitive neuroscience findings and l2 acquisition and learningapproaches provide an opportunity for collaboration in cross-disciplinary studies. they providenew insights into how our brain represents languages. this article reviews recent advancementsin our understanding of the brain; structural and functional organization of the brain; the rolethe brain plays in emotion, cognition, and development; and its consequent implication inlanguage instruction. in effect, taking neurocognitive findings into account may have potentialin developing brain-based tasks for the benefit of second language instruction in educationalsettings. based on the revealed structural and functional areas of the brain and their networksof connection and interaction, manipulating areas of demanded activity may be as efficient asdoing physical exercise to strengthen muscles.conclusion: developing a systematic model of second language instruction compatible withbrain functions and patterns can benefit the rate and proficiency of language learners, thusimproving language teaching and learning outcomes. this paper will aid the quest for utilizinggeneral information of brain functions and related methods in developing practical, efficientlanguage instruction as well as enhancing interdisciplinary research studies in both languageand cognitive neuroscience.