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