Teaching reform strategies for the college public english course driven by source problems under the cognitive neuroscience view

Abstract

According to cognitive neuroscience research, cognitive activities in the human brain are involved in processes like knowledge input, information processing and cognitive output. Just like with other knowledge, the acquisition of linguistic knowledge is a process of information processing, and the psychological representations such as perception, presentation, memory, understanding and consciousness in neurocognitive activities restrict the process of information processing. With the development of the times, English teaching has been playing an increasingly important role in education. The college public English course, in particular, has an even direct influence on the English level of graduates. Therefore, teaching reform is imperative for this course. Starting from the source problems of English teaching, this paper puts forward suggestions on the teaching reform of the college public English course from the perspective of neurocognition, in order to improve students' comprehensive English abilities.