The main principles of neuroscience in the context of a “brain-friendly” approach to teaching foreign languages

Abstract

This article considers and systematizes the basic principles of neuroscience and points to their practical application in teaching foreign languages in higher education in the context of a new “brain-friendly” approach based on the concept of neurolanguage coaching. The basic principles of neuroscience, which are constants in neurolanguage, are also generalized. The examples of the usage of neuroscientific principles are given, which become key principles in the formation of a modern approach to teaching foreign languages. The concept of “neurolanguage coaching” is revealed and how the understanding of our brain can serve to optimize the learning process.The relevance of the topic is due to the fact that only understanding how “our brain actually learns” gives foreign language teachers the opportunity to improve the level of foreign language teaching and make the teaching process naturally effective.Neuroscience, and mainly practical research in this area helps us to better understand the problems that arise when teaching a foreign language both in a group (in the classroom) and individually with each student. Accordingly, knowing exactly how our brain works, “how it learns” gives us the opportunity to form a so-called “brain-friendly” approach to teaching a language.The latest research in this area, which we relied on in our article is the study of the founder of the method “Neurolanguage coaching” Rachel Paling, neuroscience research “language socialization” by M. Lieberman, the work of Professor C. Kelly, practical research conducted at the University of Southampton and others.Generalizing the key principles of neuroscience and applying them in practice in the context of a “brain-friendly” approach, gives us the opportunity to improve our teaching skills and make our own discoveries in the field of teaching