Volume 15, Issue 1 (2024)
LRR 2024, 15(1): 259-292 |
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Khosravany Fard H, Adel S M R, Moghimi A, Davoudi M, Ghaniabadi S. Iranian Prospective English Language Teachers’ Perceptions of Neurocognitive Science Core Concepts: A Phenomenological Study. LRR 2024; 15 (1) :259-292
URL: http://lrr.modares.ac.ir/article-14-59580-en.html
URL: http://lrr.modares.ac.ir/article-14-59580-en.html
Hamid Khosravany Fard1 
, Seyyed Mohammad Reza Adel * 2, Ali Moghimi3 , Mohammad Davoudi1 , Saeed Ghaniabadi1
, Seyyed Mohammad Reza Adel * 2, Ali Moghimi3 , Mohammad Davoudi1 , Saeed Ghaniabadi1
1- Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran
2- Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran ,sm.adel@hsu.ac.ir
3- Department of Biology, Ferdowsi University of Mashhad, Mashhad, Iran
2- Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran ,
3- Department of Biology, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract: (1601 Views)
Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.
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