@misc{10481/72718,
year = {2022},
month = {1},
url = {http://hdl.handle.net/10481/72718},
abstract = {From the perspective of neuroscience applied to education and the teaching of foreign
languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the
brain and language learning in students enrolled in Education degrees at the Melilla campus of the
University of Granada. The sample consisted of 397 participants. The data collection was carried out
by means of a questionnaire designed for this purpose, consisting of questions related to the context
and linguistic background of the respondents and to educational neuromyths regarding language
learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and
bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning,
(b) multiple intelligences and learning styles, and (c) language learning. The results indicate the
prevalence of neuromyths related to general concepts, which determine the learning comprehension.
This corroborates the findings of research studies in other contexts. Although the participants do
not show a prevalence of neuromyths regarding foreign language learning, presumably due to their
experiences in multilingual contexts, which constitutes the main contribution of this study.},
publisher = {MDPI},
keywords = {Neurodidactics of languages},
keywords = {Multilingualism},
keywords = {Neuromyths},
keywords = {Foreign language teaching and learning},
keywords = {Second foreign language},
title = {Neurodidactics of Languages: Neuromyths in Multilingual Learners},
doi = {10.3390/math10020196},
author = {Navarro Rincón, Antonia and Solano Galvis, César Augusto},
}