Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Abstract
Learning is a mental feat that one must
overcome especially with a subject that is difficult or if one dislikes.
Learning a foreign language also presents its obstacles. Declarative memory and
spatial recognition are the two types of memory recall within the hippocampus.
Memory is a key aspect associated with language. As Instructors the delivery of
materials and activities using short term memory stimulation is extremely
important.
Keywords: Cognitive skills; Memory stimulation;
Hippocampus; Foreign language; Activity-based learning
Opinion
It is human nature to have some level of
apprehension or nervousness when taking on the journey of learning a new
language. After all, learning anything, in itself, can be a challenge for many
of us. Certainly, it takes effort and concentration. Learning is often seen as
a definite mental feat that one must overcome, especially a subject or a
concept that we may either dislike or fear. It has been seen that when it comes
to Maths or Science, students may often become anxious or uncertain about
learning and how he or she may fare in the end. This is a normal reaction to
any challenging subject that requires serious study. But what about when it
comes to taking on the task of learning a new language? A language that is
nowhere close to one’s native tongue. A language that presents itself as an
obstacle course full of hurdles and mud pits, waiting to stop anyone in their
tracks. Stop them way before they are able to get a good foothold and begin.
But this is relative, often, to how a student may perceive learning something
new. It could very well be the perception of growing up and already speaking
their own native language and now facing the task of a new one.
Having said this, we know that the human brain is designed to function as a
sponge when it comes to navigating anything new, especially languages. This is
how our memory begins to become rooted and ready to recall any new experience.
Our brain has an area within it called the hippocampus which is part of the
Limbic system. When it comes to memory and recall, the hippocampus area of the
human brain has a vast chore to accomplish. The recall of memory is so fast
that we never, ever take consideration of how the brain even does it! Memory is
the key to learning and interpreting any new experience especially those
associated with language. In children and young teenagers, studies have shown
that the brain reacts very markedly to the two types of memoryprocessing
pathways that aid in learning. Declarative memory and spatial recognition are
the two types of memory recall within the hippocampus that assist in memory
processing [1]. Not only are these areas the key to learning in younger
students, but research has shown that nerve cells in the brain continue to
develop as we grow older [1].
The hippocampus happens to be one of the areas of the brain where nerve cells
continue to proliferate and develop as we age, therefore, proving that an older
adult student that is a non-native speaker is capable of recognizing and
comprehending a new language. So, how does a student learn a new language? How
is he or she able to recognize and then comprehend a new language? One part of
the learning process is through the methodology of how they are taught.
Delivery of materials and activities, such as writing, speaking, reading and
grammar are extremely important for instilling the information so that the
student is able to maintain what is presented. Another part of aiding the
student in their cognition skills and comprehension is through short-term
memory stimulation. It has been our experience that this process leads into and
eventually becomes part of long-term memory. If either methodology or
short-term stimulation are ill-presented, then there is probably not going to
be a solidified foundation for that phase of learning.
To be certain of a good foundation, methodology and shortterm stimulation must
be consistent. In our observation, we asked several students how they best
remembered a new language which was being taught to them. Several responded
that they were always able to remember any type of activity-based learning. It
can be noted that activities stimulated the pathways of memory, within the
hippocampus, that help to associate functional connectivity to what took place.
Others said that it was a combination of activitybased and repetition-based
learning. The repetition-based learning included the vocalization of words and
phrases, as the words and phrases were often written or spelled out and
connected to practical everyday situations. This type of stimulation for
shortterm memory caused the students to hear and see what was taking place more
vividly than if activity only. It has also been researched and proven that
activity-based learning relates to physical exercise for the body [2,3], and
this may be the cause for preservation and improvement of memory [2], and this
may be one of the reasons that adult students may fare well in comprehending
and maintaining a new language. The plasticity of the brain and memory have a
directly proportional relationship to physical exercise [2]. Depending on
whether the new language is phonetic or written, cognition and comprehension
will vary from student to student. We all learn at different levels and paces.
Since it is a foreign (new) language being taught to the student, there is the
natural tendency to try to either associate the language with their native
language, or empty their minds and allow their brains to accept and welcome
whatever is being taught. Either way, the learning process will be experienced
and handled the best way possible according to each individual student. This is
something that a good instructor should be aware of periodically as they teach.
Conclusion
In conclusion, cognition and
comprehension by the student is also a responsibility of the instructor. The
instructor should conduct checks and balances to assure their daily goals of
teaching go according to the lesson plan. In doing this, the learning
experience is sure to be profitable and rewarding for the student. Otherwise, a
student, young or old, does not have a way of measuring their accomplishments
for any given day of instruction. Combination of the efforts of the student and
guidance from the instructor are a formidable program for success.
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