NEURO-PEDAGOGICAL FOUNDATIONS OF MICROLEARNING IN THE PROCESS OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS

Abstract

The purpose of the article is to theoretically comprehend the neuro-pedagogical foundations of microlearning in the process of forming foreign language communicative competence of students, driven by the need to align modern foreign language teaching methods with the neurocognitive features of the brain functioning in learners. The research methodology is based on the combination of principles of neuropedagogy (limitations of working memory, attention mechanisms, patterns of neuroplasticity, etc.) and neurolinguistics (processes of encoding, knowledge consolidation, spaced repetition, etc.) with methods of theoretical analysis of scientific literature, systematicity, and scientific rigor. The scientific novelty lies in the fact that, using the analysis of key positions in neuropedagogy and neurolinguistics, the effectiveness of microlearning as a model that reduces cognitive load, maintains sustained attention and motivation, promoting the formation of lexical, grammatical, and communicative skills, has been justified, and prospects for empirical verification of this model in foreign language education have been outlined. Conclusions. From the perspective of neuropedagogy, microlearning is an effective theoretical model of foreign language education, oriented towards optimizing the learning process in accordance with the neurocognitive capabilities of learners, as it corresponds to the limitations of working memory, activates processes of knowledge consolidation in long-term memory, and contributes to reducing cognitive load. The prospects for further research are related to the empirical verification of the neuropedagogical potential of microlearning in foreign language teaching.