Document Type : Research Article
Authors
- Farnaz Farrokh Alaee 1
- Hassan Soleimani 2
- Hossein Haghir 3
- Alireza Aghayusefi 4
- Manoochehr Jafarigohar 5
1 Department of foreign languages, Islamic Azad University of Mashhad
2 Department of Linguistics and Foreign Languages, Payam-e-Noor University, Tehran, Iran
3 Department of Anatomy and Cellular biology, Mashhad University of Medical Sciences, Iran
4 Department of Psychology, Payame-Noor University,Tehran, Iran
5 Department of Linguistics and FLs, Payame-Noor University, Tehran, Iran,
Abstract
To analyze the effect of the multisensory language-teaching method at the pre-school-level, the study employed beta-waves during vocabulary retention. Six EFL pre-schoolers were assigned to two groups: Non-multisensory and Multisensory. The comparison of the results of pre-and post-brain records denoted no significant differences in beta frequency-ranges between the groups. A significant correlation was found between learners’ mean-score on the post-test and the increase in beta wave-frequencies on Fp1-Fp2-regions at post-records in the Multisensory-group; however, the case study analysis showed decreases in beta1 wave frequencies in the Non-multisensory-group. The topography-inspections demonstrated increases in high-beta-wave frequencies in the prefrontal-cortex in both groups and activity-localization on the para-hippocampal in the Multisensory post-records. Though the English meanscore were higher in the Multisensory group’s post-test, the statistical results of non-parametric tests revealed no significant difference between experimental and control groups. The study concluded the promising role of multisensory teaching to improve retention at the pre-school-level.
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