PDF(Pubmed)
Abstract：
UNASSIGNED: Delving into the prominent role of emotions and senses in language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to foreign language education to underscore the role of sense-induced emotions in the language learning and teaching process.
UNASSIGNED: The present study implemented event-related potentials (ERPs) to provide evidence of the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, 18 female participants were randomly instructed on six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants\' electroencephalogram (EEG) was being recorded, they took a sentence comprehension task.
UNASSIGNED: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect.
UNASSIGNED: In conclusion, emotioncy-based language instruction can affect neural correlates of emotional word comprehension from the early stages of EEG recording. The results of this study can clarify the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.
UNASSIGNED: Direct emosensory involvement can affect word semantic processing.Indirect emosensory involvement can affect sensorial comprehension of the word.Direct sensory involvement may enhance the accuracy of the responses.Direct sensory involvement may reduce the response time.
UNASSIGNED: Nowadays, learning a foreign language is considered one of the challenges in our lives. It is believed that including senses and emotions in education can foster learning new words in a foreign language. One concept that focuses on the use of sensory emotions is called emotioncy. This study employed brain imaging to analyze the effects of teaching through emotioncy on related neural modulations. Based on the results of the study, higher levels of employing senses and emotions can affect the processing and comprehension of words.
UNASSIGNED: The present study implemented event-related potentials (ERPs) to provide evidence of the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, 18 female participants were randomly instructed on six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants\' electroencephalogram (EEG) was being recorded, they took a sentence comprehension task.
UNASSIGNED: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect.
UNASSIGNED: In conclusion, emotioncy-based language instruction can affect neural correlates of emotional word comprehension from the early stages of EEG recording. The results of this study can clarify the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.
UNASSIGNED: Direct emosensory involvement can affect word semantic processing.Indirect emosensory involvement can affect sensorial comprehension of the word.Direct sensory involvement may enhance the accuracy of the responses.Direct sensory involvement may reduce the response time.
UNASSIGNED: Nowadays, learning a foreign language is considered one of the challenges in our lives. It is believed that including senses and emotions in education can foster learning new words in a foreign language. One concept that focuses on the use of sensory emotions is called emotioncy. This study employed brain imaging to analyze the effects of teaching through emotioncy on related neural modulations. Based on the results of the study, higher levels of employing senses and emotions can affect the processing and comprehension of words.
摘要：
■深入研究情感和感官在语言中的突出作用并不是该领域的新事物。于是,新发展的情感概念已被引入外语教育，以强调感官诱发的情感在语言学习和教学过程中的作用。
■本研究实施了事件相关电位（ERP），以提供在词汇教学中采用情绪感知教学策略的重要性的证据。因此，18名女性参与者随机接受了六个英语名词的指导，他们对这些名词没有先验知识，也没有接受其他三个单词的指导。然后，在记录参与者的脑电图（EEG）时，他们接受了一个句子理解的任务。
■行为结果显示，被进化的，和涉及的名词。然而,目标词的ERP分析表明N100和N480成分的调制，而在P200时未观察到显着影响。Further,感官N100对关键词的分析表明没有显着影响。
■总而言之，基于情绪的语言教学可以从脑电图记录的早期阶段影响情绪单词理解的神经相关性。这项研究的结果可以阐明在语言教学中包括感官和情感的重要性，学习,和测试，随着材料的发展。
■直接的情感参与可以影响单词语义处理。间接的情绪感觉参与会影响对单词的感觉理解。直接感觉参与可以提高反应的准确性。直接感觉参与可能会减少反应时间。
■如今，学习外语被认为是我们生活中的挑战之一。人们认为，在教育中包括感官和情感可以促进外语学习新单词。一个专注于使用感官情绪的概念称为情绪。这项研究使用脑成像来分析通过情感教学对相关神经调制的影响。根据研究结果,更高水平的运用感官和情感会影响单词的处理和理解。
■本研究实施了事件相关电位（ERP），以提供在词汇教学中采用情绪感知教学策略的重要性的证据。因此，18名女性参与者随机接受了六个英语名词的指导，他们对这些名词没有先验知识，也没有接受其他三个单词的指导。然后，在记录参与者的脑电图（EEG）时，他们接受了一个句子理解的任务。
■行为结果显示，被进化的，和涉及的名词。然而,目标词的ERP分析表明N100和N480成分的调制，而在P200时未观察到显着影响。Further,感官N100对关键词的分析表明没有显着影响。
■总而言之，基于情绪的语言教学可以从脑电图记录的早期阶段影响情绪单词理解的神经相关性。这项研究的结果可以阐明在语言教学中包括感官和情感的重要性，学习,和测试，随着材料的发展。
■直接的情感参与可以影响单词语义处理。间接的情绪感觉参与会影响对单词的感觉理解。直接感觉参与可以提高反应的准确性。直接感觉参与可能会减少反应时间。
■如今，学习外语被认为是我们生活中的挑战之一。人们认为，在教育中包括感官和情感可以促进外语学习新单词。一个专注于使用感官情绪的概念称为情绪。这项研究使用脑成像来分析通过情感教学对相关神经调制的影响。根据研究结果,更高水平的运用感官和情感会影响单词的处理和理解。
