Neurociência cognitiva e novas tecnologias aplicadas ao ensino de línguas

• Ano de defesa: 2024
• Autor(a) principal: Santos, Aline Montiel Rodrigues Dos
• Orientador(a): Medeiros, Luciano Frontino de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Neurociências; Tecnologias; Ensino de línguas; Linguística aplicada; Formação de professores
• Link de acesso: https://repositorio.uninter.com/handle/1/1711

The dissertation titled "Cognitive Neuroscience and New Technologies Applied to Language Teaching" explores the intersection of cognitive neuroscience, educational technologies, and language teaching. The research is structured into five interconnected studies. The first study consisted of a systematic literature review (SLR) on the application of neuroscientific principles and technologies in language teaching. Various publications were analyzed to identify trends, gaps, and potentialities in this emerging field. In the second study, a comparative analysis of three different teaching materials was conducted: one developed with neuroscientific strategies and two traditional materials. The effectiveness and pedagogical benefits of each material were evaluated through specific criteria, highlighting the relevance of neuroscientific strategies. The third study involved field research where French classes were taught to three different groups: Control, Sample, and Extra. The Sample group used teaching materials with strategies based on neuroscience and abundant use of technology, while the Control and Extra groups used traditional materials. The results demonstrated the significant impact of neuroscientific strategies on the learning process. Students' perceptions and satisfaction regarding the resources used in the classes were investigated through questionnaires in the fourth study. The collected data showed that students who had access to neuroscientific strategies and educational technologies reported higher satisfaction and engagement. Furthermore, the participating students were asked to describe the course in three words. The responses provided reinforced the students' preference for neuroscientific strategies and new technologies. Finally, study five consisted of a MANOVA statistical analysis, which illustrated the superior performance of the group that benefited from neuroscientific strategies and technologies. The complementary results of these studies demonstrate that the combination of neuroscience, educational technologies, and language teaching strategies constitutes a fruitful and promising approach. Based on these studies, the product “Neuroscience and Language Teaching” was developed, a teacher training course divided into six modules. The dissertation concludes that incorporating neuroscientific principles and technologies into the development of teaching materials can enhance the effectiveness of language teaching, promoting more meaningful and satisfactory learning for students.