Authors :
Fabián A. Aruquipa Lazarte
Volume/Issue :
Volume 9 - 2024, Issue 2 - February
Google Scholar :
https://tinyurl.com/2sn7ndh6
Scribd :
https://tinyurl.com/426v9ec2
DOI :
https://doi.org/10.5281/zenodo.10784102
Abstract :
Fluency in spoken English remains a
challenging yet fundamental skill for adult learners at an
advanced level. Despite possessing extensive knowledge
of grammar, vocabulary, and linguistic competencies, a
notable discrepancy arises in their ability to express
themselves confidently and fluently. This paper delves
into innovative research aimed at bridging this critical
gap by integrating principles derived from
neuropedagogy and neuroscience. The focal point lies in
understanding the profound impact that the strategic
integration of these principles can have on improving
oral output among adults proficient in English as a
second language (ESL). Through a comprehensive
review of literature on neurodidactics, neurobiology of
language, and adult language acquisition, this paper
aims to explore correlations between neuroscientific
principles and notable improvements in verbal fluency
among advanced ESL learners. By proposing a neuro-
pedagogical approach within language pedagogy, this
research not only addresses persistent challenges faced
by this demographic but also highlights the broader
implications for social integration and professional
success. Ultimately, this paper advocates for the
deliberate integration of neuropedagogy and
neuroscience principles to empower advanced ESL
learners, thereby closing the gap between linguistic
competence and effective verbal expression.
Keywords :
Spoken English Fluency, Advanced Level Adult Learners, Linguistic Competencies, Confidence, Neuropedagogy, Neuroscience, Oral Output, English as a Second Language (ESL), Neurobiology of Language, Adult Language Acquisition, Neuro-Pedagogical Approach, Effective Verbal Expression.
Fluency in spoken English remains a
challenging yet fundamental skill for adult learners at an
advanced level. Despite possessing extensive knowledge
of grammar, vocabulary, and linguistic competencies, a
notable discrepancy arises in their ability to express
themselves confidently and fluently. This paper delves
into innovative research aimed at bridging this critical
gap by integrating principles derived from
neuropedagogy and neuroscience. The focal point lies in
understanding the profound impact that the strategic
integration of these principles can have on improving
oral output among adults proficient in English as a
second language (ESL). Through a comprehensive
review of literature on neurodidactics, neurobiology of
language, and adult language acquisition, this paper
aims to explore correlations between neuroscientific
principles and notable improvements in verbal fluency
among advanced ESL learners. By proposing a neuro-
pedagogical approach within language pedagogy, this
research not only addresses persistent challenges faced
by this demographic but also highlights the broader
implications for social integration and professional
success. Ultimately, this paper advocates for the
deliberate integration of neuropedagogy and
neuroscience principles to empower advanced ESL
learners, thereby closing the gap between linguistic
competence and effective verbal expression.
Keywords :
Spoken English Fluency, Advanced Level Adult Learners, Linguistic Competencies, Confidence, Neuropedagogy, Neuroscience, Oral Output, English as a Second Language (ESL), Neurobiology of Language, Adult Language Acquisition, Neuro-Pedagogical Approach, Effective Verbal Expression.
