The sensorimotor enrichment as a strategy to optimize lexical learning in German

Abstract

This article examines how neurodidactics can optimize the process of teaching and learning German vocabulary, focusing on improving the effectiveness of educational strategies used in university settings, where German is taught as a foreign language. The main objective is to obtain practical and applicable conclusions that contribute to optimizing the learning of German vocabulary, employing approaches based on neuroscientific knowledge. To achieve this, the research follows a mixed-methods approach, combining qualitative and quantitative techniques, allowing for a comprehensive analysis of the impact of neurodidactic strategies. The findings reveal that the incorporation of neurodidactic approaches, especially those that include sensorimotor stimulation, such as the use of gestures during vocabulary encoding, has a positive effect on the retention of vocabulary in memory. The article emphasizes the importance of interdisciplinary collaboration between educators and neuroscientists to improve these techniques in specific educational contexts, in order to maximize their effectiveness in learning