Innovating College English Teaching: Integrating Phonological Cognitive Systems with Bioengineering Techniques

Abstract

This study leverages cutting-edge bioengineering technologies, specifically non-invasive Transcranial Magnetic Stimulation (TMS) and functional Magnetic Resonance Imaging (fMRI), to elucidate the neural mechanisms underlying English language acquisition. By examining the brain's response during English vocabulary processing, this research aims to provide a scientific foundation for identifying and addressing difficulties in learning English. Utilizing TMS and fMRI, we investigated the activation patterns and functional connectivity in the brain regions associated with language processing and learning challenges. The experimental approach involved a group block design to isolate and analyze the cognitive and semantic networks within the brain, particularly focusing on the reorganization and compensation mechanisms that occur in individuals experiencing English learning difficulties. The findings highlight the predominant role of the left hemisphere in language cognition, with peak activation coordinates identified at (-51, 13, 15) and (-56, 11, 17). Additionally, our results indicate that the right hemisphere's engagement correlates significantly with the familiarity and proficiency in the second language, suggesting its role in managing the cognitive load of language tasks. These insights not only contribute to our understanding of the biological foundations of language learning but also suggest practical applications in designing more effective English teaching strategies in colleges and universities. By integrating phonological cognitive systems with bioengineering techniques, this paper offers novel perspectives on tailoring educational interventions that are aligned with the neurobiological profiles of learners, thereby enhancing the efficacy and responsiveness of college English education.