Multisensory Teaching and TBR Oscillatory Activities in Foreign Language Vocabulary Retention:A Neurolinguistic Study  

作　　者：Farnaz Farrokh Alaee 

机构地区：[1]Payame-Noor University,Tehran,Iran

出　　处：《US-China Education Review(A)》2023年第4期175-186,共12页美中教育评论（A）

摘　　要：The present study aimed to investigate theta/beta ratio(TBR)variations in foreign language(FL)vocabulary retention to analyze the effect of the multisensory language teaching method at the pre-school level.To meet the purpose,the study used quantitative electroencephalography(QEEG)records of 32 volunteered pre-school novice FL learners to investigate the link between TBR and FL vocabulary learning.The participants were assigned into two experimental groups:non-multisensory(seven girls and nine boys)and multisensory(eight girls and eight boys)teaching groups.After 20 sessions of an hour-instruction,the comparative findings of the pre-and post-Expressive One-word Picture Vocabulary Test(EWPT)showed that the multisensory group outperformed the non-multisensory one.The analyses of the collected data on pre-and post-brain QEEG records of TBR variations indicated a significant decrease on Pz in the non-multisensory group and a significant increase on Fz in the multisensory group.The statistical comparison between post-records showed a significant positive correlation was found between TBR oscillatory activities on Fz and scores on the post-test in the multisensory group.The topographic analysis indicated higher TBR frequencies in the non-multisensory group’s post-record than the multisensory one,especially a great decrease on Cz in the multisensory group compared to non-multisensory one.The results contributed to the understanding of TBR concerning learning and retention and provided insights into using the multisensory method in the FL context.

关 键 词：TBR multisensory teaching FL vocabulary retention QEEG 

分 类 号：H31[语言文字—英语]