In recent years, the scientific community has continued to actively explore the field of foreign language learning and neurolinguistics. The latest research seeks to uncover the mechanisms underlying language learning and identify the best approaches to foreign language learning. In this article we will look at some of the most interesting discoveries in the field of neurolinguistics and their implications for foreign language learning methods.Article by Kirill Yurovskiy

Section 1: Brain plasticity and foreign language learning

1.1 Neuroplasticity

Neuroplasticity is the brain’s ability to change and adapt as a result of experience and learning. Neuroplasticity makes a person capable of learning new languages at any age.

1.2 Age and language learning

Research shows that children and adults have different advantages in learning foreign languages. Children tend to adapt more easily to new sounds and learn grammar more easily, while adults tend to learn new vocabulary better and have better reflection and analysis skills.

1.3 Language ability and individual differences

Research also shows that individual differences in language ability can be related to various factors such as genetics, environment and motivation.

Section 2: Neurolinguistic-based language learning methods (800 words)

2.1 The diversity of learning methods

Current research in neurolinguistics shows that there is no single “best” method of learning foreign languages that is suitable for everyone. Instead, the most effective

efficient approach to language learning depends on the individual preferences, goals and circumstances of the learner.

2.2 Context-sensitive learning

Research highlights the importance of context-sensitive learning for the acquisition of new language skills. This means that learners should learn to apply their knowledge in real-life situations, such as speaking, reading texts, and completing written assignments.

2.3 Learning with technology

Technological innovations such as mobile applications and online resources provide new opportunities for language learning. Some studies show that the use of technology can increase students’ motivation and improve their learning skills.

2.4 Learning multiple languages simultaneously

Neurolinguistic research also suggests that learning several languages at the same time can be an effective approach for some learners. This can help develop meta-linguistic skills and improve their understanding of language structures.

Section 3: Motivation, emotions and cognitive processes in foreign language learning (800 words)

3.1 Motivation

Motivation plays an important role in foreign language learning. Research shows that motivated learners are more likely to succeed in learning a language and continue to learn it at an advanced level.

3.2 Emotions

Emotions also have an impact on language learning. Positive emotions such as pleasure, interest and satisfaction can promote the acquisition of new language skills, while negative emotions such as fear, anxiety and boredom can hinder learning.

3.3 Cognitive processes

Cognitive processes such as attention, memory and problem solving, also play a key role in learning foreign languages. Pupils need to develop these skills in order to effectively absorb new language knowledge and apply it in practice.

3.4 Self-assessment and self-regulation

Successful foreign language learning is also linked to the ability to assess their own progress and to regulate their learning strategies. Learners who can be aware of their own weaknesses and strengths and adapt their learning methods are often more successful in language learning.

Section 4: Application of neurolinguistic research to educational practice 

4.1 Individualisation of learning

Based on neurolinguistic research, teachers can develop individualised approaches to learning, taking into account students’ different preferences, goals and circumstances. This may include the use of different methods and materials and the provision of additional support for those students who need it.

4.2 Creating a positive emotional climate

Creating a positive emotional climate in the classroom can contribute to successful foreign language learning. Teachers should encourage students, celebrate their successes and support them in difficult situations in order to strengthen motivation and reduce language anxiety.

4.3 The use of technology in teaching

The use of technology in foreign language teaching can improve the learning outcomes and motivation of students. Teachers can use mobile applications, online resources and multimedia materials to diversify lessons and improve the quality of learning.

The latest research in neurolinguistics and foreign language learning provides valuable insights and inspiration for teachers and students. These discoveries allow us to better understand the mechanisms underlying language learning and develop more effective teaching strategies and methods. Neurolinguistic research highlights the importance of individualising learning, creating a positive emotional climate and using technology to improve the quality of language education.

Ultimately, successful foreign language learning depends on a variety of factors, including motivation, emotions, cognitive processes and the learner’s individual characteristics. Understanding these aspects and applying neurolinguistic knowledge in teaching practices can help learners achieve their language goals and become more successful in learning foreign languages.

It is important to continue to explore and apply new scientific findings in neurolinguistics and foreign language learning in order to make education more effective and accessible to all students. At the same time, teachers and students should be prepared to adapt to new approaches and strategies that can help them be more successful in their language practice and ultimately overcome language barriers and become global citizens.