The impact of neuroplasticity on learning english vocabulary as a second language acquisition

Abstract

This study investigates the impact of neuroplasticity on the acquisition of English vocabulary as a second language, emphasizing the role of neuroplasticity and mindfulness techniques in enhancing language learning outcomes. Through a survey conducted among 30 professionals in English teaching and Psychopedagogy, the research explores perceptions regarding the effectiveness of neuroplasticity-based interventions and mindfulness practices in English vocabulary acquisition. The findings reveal that teachers generally acknowledge that neuroplasticity influences language learning positively. However, teachers’ opinions vary on its effectiveness and the need to incorporate these principles in their teaching methodologies. Regarding the mindfulness techniques, majority of teachers agreed that it can help improve student’s engagement and cognitive flexibility highlighting the importance of considering age as a factor that influences the effectiveness of neuroplasticity in language acquisition. Overall, the results underscore the positive effect that integrating neuroplasticity and mindfulness into English language curriculum can have and the need for professional development and training to bridge the gap between theory and practice.