MECHANISMS FOR DEVELOPING STUDENTS’ COMMUNICATIVE COMPETENCE IN A FOREIGN LANGUAGE BASED ON A NEUROPEDAGOGICAL APPROACH

Khaknazarova Zilola Azamatovna

Authors

Khaknazarova Zilola Azamatovna Uzbekistan state world languages university Faculty of English 2 teacher at the department of methodology of teaching English

Keywords:

neuropedagogy, communicative competence, foreign language learning, cognitive processes, brain-based learning, language acquisition, learner autonomy, memory and attention, emotional engagement, multimodal instruction

Abstract

In the context of modern language education, the integration of interdisciplinary approaches has become essential for enhancing learners’ communicative competence. This study explores the mechanisms for developing students’ communicative competence in a foreign language based on a neuropedagogical approach. Neuropedagogy, which combines insights from neuroscience, psychology, and pedagogy, provides a scientific foundation for understanding how the brain processes, retains, and applies linguistic information. The research focuses on identifying effective strategies that align with cognitive and neural processes, including attention management, memory activation, emotional engagement, and multimodal input. The study employs a mixed-methods approach, incorporating both theoretical analysis and practical observation in language learning environments. The findings demonstrate that neuropedagogically informed instruction significantly enhances students’ ability to use language appropriately in real-life communicative situations. Moreover, it fosters learner autonomy, motivation, and long-term retention of language skills. The paper concludes that integrating neuropedagogical principles into foreign language teaching can lead to more efficient and sustainable development of communicative competence.

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