Neurolinguistics and Chinese Language Learning Management

Abstract

       This article presents the concepts and applications of neurolinguistics in the teaching and learning of Chinese as a second language, a language that possesses distinctive sound systems, characters, and grammatical structures different from those of Indo-European languages. Through a synthesis of relevant research, the study explains the relationship between language learning processes and brain mechanisms, leading to practical applications in classroom instruction. The findings indicate that designing Chinese language learning strategies aligned with cognitive processes of brain encoding and memory can effectively enhance learners’ Chinese communication skills in a sustainable and optimal manner. In addition, the article proposes a five-step instructional framework for integrating neurolinguistic principles into Chinese language teaching, namely: (1) setting learning goals, (2) learning linguistic structures, (3) practicing           the integration of information and sensory modalities, (4) demonstrating learning outcomes, and (5) assessing Chinese language proficiency through self-reflection and peer evaluation.  This framework provides practical guidance for teachers to apply in classroom settings, thereby fostering more effective and meaningful language learning experiences for students.