This article deals with the mechanism of English learning based on the theory of neuropsycholinguistics, introducing classroom activities in order to examine if they could support the theory. In the applied linguistics field, it has been believed for a long while that input comes first, and then output, as is apparent from Krashen's Input Hypothesis. Recent studies of brain function, however, have shown that even before input activities such as linguistic/extra-linguistic information processing have already been activated through synchronization by predicting what comes next. If it is the case with what is happening in/before the process of listening, it is quite significant to take it into consideration in teaching, especially in the early language development stage, such as in kinder garden/primary school. It is hoped the findings in three different types of classroom activities could support the theory.
