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