Relacionar Columnas NeurodidacticsVersión en línea Match the concepts. por MariaVirginia Fernandez 1 Affective Filter 2 Natural Order 3 Dopamine 4 Grammar Role 5 Monitor 6 Learning 7 Comprehensible input 8 Synapsis 9 Pruning 10 Long term memory 11 Plasticity 12 Acquisition 13 Conectomme 14 Memorable learning 15 Cortizol It does not require extensive use of conscious grammatical rules, and does not require tedious drill. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence. It is the final stage in the processing of memory. It is a comprehensive map of neural connections in the brain, and may be thought of as its "wiring diagram". For a given language, some grammatical structures tend to be acquired early while others late. Synapses that are frequently used have strong connections while the rarely used synapses are eliminated. The only instance in which the teaching of grammar can result in language acquisition is when the students are interested in the subject and the target language is used as a medium of instruction. Its release is increased in response to stress and low blood-glucose concentration When learning sticks, students can retrieve new knowledge when they need it and apply it in new contexts. Negative feelings such as lack of motivation, lack of self-confidence and learning anxiety hinder and obstruct language acquisition. It explains the relationship between acquisition and learning and defines the influence of the latter on the former. It is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language. It is a term that refers to the brain's ability to change and adapt as a result of experience. Usually seen as the main chemical of pleasure the pairing of two homologous chromosomes that occurs during meiosis. It allows matching-up of homologous pairs prior to their segregation, and possible chromosomal crossover between them.
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