Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The role of neuro-linguistic research for linguistics and
methods of teaching foreign languages in the formation of
speech communication
Kamola KHIKMATULLAYEVA
National University of Uzbekistan
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
This article examines the role of neurolinguistic research in
linguistics and methods of teaching foreign languages in the
formation of verbal communication. The use of knowledge of
neuropsychology, psycho-, and neurolinguistics in pedagogy
makes it possible to most effectively develop new teaching
methods. As for learning a foreign language, it is quite obvious
that the time required to achieve the same result is reduced, in
contrast to traditional teaching methods, by at least ten times.
Every specialist who needs to learn a foreign language can do
this without interruption from their main activity in the
shortest possible time and to the required extent, especially in
the development and formation of verbal communication.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss2-pp217-223
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
linguistics,
neurolinguistics,
thought,
speech message,
speech,
thinking,
language games.
Tilshunoslik uchun neyrolingvistik tadqiqotlarning roli va
nutq aloqasini shakllantirishda chet tillarini o'qitish
usullari
АННОТАЦИЯ
Калит сўзлар:
tilshunoslik,
neyrolingvistika,
fikrlash,
nutqiy xabar,
nutq,
tafakkur,
til o'yinlari
Ushbu
maqolada
neyrolingvistik
tadqiqotlarning
tilshunoslikka qo'shgan hissasi va chet tillarini o'qitish usullari,
ayniqsa nutq aloqasining shakllanishi sharoitida tahlil qilinadi.
Neyropsixologiya, psixolingvistika va neyrolingvistikadan
olingan bilimlarni pedagogikada qo'llash bizga samarali yangi
o'qitish usullarini ishlab chiqish imkonini beradi. Tadqiqotlar
shuni ko'rsatadiki, zamonaviy usullar an'anaviy usullarga
nisbatan chet tilini o'rganish uchun zarur bo'lgan vaqtni kamida
1
Teacher, Department of Translation Theory and Comparative Linguistics, Faculty of Foreign Philology, National
University of Uzbekistan.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
Issue
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2
№
2 (2024) / ISSN 2181-3701
218
o'n barobar qisqartirishi mumkin. Bu ularni asosiy faoliyatlarini
to'xtatmasdan, nutq ko'nikmalarining tez va samarali
rivojlanishini ta'minlaydigan chet tilini o'zlashtirishi kerak
bo'lgan mutaxassislar uchun ayniqsa qimmatlidir.
Роль
нейролингвистических
исследований
для
лингвистики и методики преподавания иностранных
языков в формировании речевого общения
АННОТАЦИЯ
Ключевые слова:
лингвистика,
нейролингвистика,
мысль,
речевое сообщение,
речь,
мышление,
языковые игры.
В
данной
статье
анализируется
вклад
нейролингвистических исследований в лингвистику и
методику преподавания иностранных языков, особенно в
контексте формирования речевого общения. Применение
знаний из нейропсихологии, психолингвистики и
нейролингвистики в педагогике позволяет разрабатывать
эффективные новые методы обучения. Исследования
показывают, что современные методы могут сократить
время, необходимое для изучения иностранного языка,
по сравнению с традиционными методами, минимум в
десять раз. Это делает их особенно ценными для
специалистов, которым необходимо освоить иностранный
язык без отрыва от основной деятельности, обеспечивая
быстрое и эффективное развитие речевых навыков.
INTRODUCTION
A person can try to control his consciousness, but cannot control the physiological
and genetic characteristics of brain activity. If any defects or disturbances arise in the
minds of people in a psychological sense, then correction or treatment is possible and
much will depend on the will of the person himself. In cases of disturbances in
physiological processes associated with brain activity, which is the field of such a
scientific direction as neurolinguistics, various abnormalities, memory loss, disorders, or
speech defects can be identified. Neurolinguistics also studies the processes of the
mechanisms of speech activity, the relationship between language, thinking, and human
consciousness, and methods of generating speech utterances. At the beginning of the XX
century, outstanding linguists L.S. Vygotsky, F. de Saussure, I.A. Baudouin de Courtenay,
and N. Chomsky studied the interaction of thinking and speech, the processes of
formation of a speech message in the human mind. Thought, according to L.S. Vygotsky,
was considered not as an abstract phenomenon, but as a product of the most complex
forms of human mental activity [3]. The main problem of the study is the process of
formation of thoughts into detailed speech. L.S. Vygotsky noted that to implement this
transition, a mechanism is needed for its implementation, which, in his opinion, is inner
speech. Inner speech connects a thought with its final utterance
–
external speech. A
major role in this transition is played by “predicative content”, which contributes to the
construction of a speech utterance. The study of the process of forming thoughts into
speech and understanding the meaning of a speech utterance was also carried out by the
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
Issue
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2 (2024) / ISSN 2181-3701
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linguist researcher of the mid
–
XX century
–
F. de
Saussure. In his work “Course of
General Linguistics,” he points out that language is both a means of communication and a
means of expressing and formalizing thoughts and that together with internal linguistics,
which studies the forms of established languages, external linguistics, the science of the
use of linguistic signs, should also develop. Saussure differentiates the concepts of
“language” and “speech”, pointing out their interaction with each other. Speech refers to
the process of transmitting information using language, while language is a historically
established system of signs [4].
In linguistics of the mid-XXs. it was investigated how incorrect the following
linguistic constructions can be considered when they are converted into speech, for
example, “Victor came to Mary with Peter”. Does this phrase mean
that Victor came with
Peter to Mary, or did he come to visit Mary and Peter? This question will clarify the
context of the entire speech situation. But, from the point of view of linguistics, this
construction contains a multi-valued variability of the meanings of the statement. From
the point of view of neurolinguistics, the understanding of this statement will be
determined, firstly, by the ability of consciousness to determine the relationship between
thought and language expressed with the help of this thought, and, secondly, by the
psychological interaction of the consciousness of the person pronouncing this speech
construction and his speech abilities, and thirdly, then by the presence of the linguistic
context itself. The famous researcher N. Chomsky proposed, in turn, to separate and
isolate individual sounds and words to subsequently combine them into a consistent
lexical-semantic structure of the language. Prosodic and non-linguistic elements of the
utterance will be separated into separate components, and with the help of internal
speech, the meaning of a given speech message can be found. N. Chomsky points out that
the way to understand a speech message lies “in reconstructing it at a deeper level of
syntactic structure into a semantic record at the deep level of speech thinking” [5]. It is
necessary to highlight the main characteristics of linguistics and neurolinguistics: if
linguistics describes the components of a speech message, studies the phonemic
structures of speech and lexical units along with the grammatical structures of the
language, then neurolinguistics allows us to more deeply reveal and describe the real
processes of formation, understanding, and perception of messages occurring in the
brains of speakers and listeners. If linguistics studies language mainly by constructing its
functional models, then neurolinguistics talks about the psychological prerequisites for
the formation of such models and speech utterances. It should be noted that speech is a
type of higher nervous activity in humans. Anyone can master a foreign language by
activating the work of their consciousness, even if they have any speech impairments.
The organization of methods for conveying the semantic organization of a speech
message in modern methods of teaching foreign languages can find application in the
practical application of linguistic knowledge. One of the ways of such application is “in a
language game, the functions of which are aimed at developing not only grammatical but
also communicative skills of students” [2].
RESULTS AND DISCUSSION
In modern neurolinguistics, there is more and more research into
interhemispheric differences that are responsible for the verbalization of perceived
information. The right and left hemispheres use different strategies for processing visual
information. Traditionally, the processes of spatial thinking are associated with the work
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
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2
№
2 (2024) / ISSN 2181-3701
220
of the right hemisphere, especially its parietal regions. Experiments on performing verbal
and nonverbal loads, consisting of word recognition and picture recognition by
participants aged from 20 to 40, showed that a person solves image problems faster than
verbal ones. In imagery tasks, faster responses were observed for the left hand compared
to the right hand. There is evidence in the scientific literature that complex texts and
numbers are more easily recognized by the left hemisphere and visual material by the
right hemisphere. It was found that it cannot be argued that the function of speech lies
entirely only in the left hemisphere and that the nature of the asymmetry can change
depending on the task and the nature of testing, including such factors as the duration or
intensity of tasks, subjective strategy, focus of attention [1].
Practice means that you need to use your skills in real situations to reinforce them
and become more confident in communicating in a foreign language. This could be
traveling to a country where the target language is spoken, communicating with native
speakers, or participating in international conferences and events. It is important that
you are not afraid to make mistakes because this is a natural process [2]. Neurolinguistics
can be an effective method for language learning. But it's important to remember that
each person is unique and may have their ways of studying effectively. Try the suggested
techniques, find what works for you, and combine them with the methods you already
use to learn the language. Neurolinguistics methods are an interesting area of research
that can be applied to the study of foreign languages. The application of neurolinguistics
to foreign language learning can lead to various useful findings and methods. Studying
brain activity during language learning: Modern neuroscience techniques allow
researchers to study how the brain responds to new language structures and sounds.
This can help you understand which learning methods are most effective for
remembering new words and grammar structures.
Using neuroimaging to study language processes: Using neuroimaging methods,
you can study the activity of various parts of the brain during language tasks, such as
translation, speech understanding, pronunciation, and others.
Using Neuroplasticity to Improve Language Learning: Neuroplasticity is the brain's
ability to change its structure and function in response to experience. Research in this
area could help develop techniques that make the most of this brain's ability to learn a
new language more quickly and efficiently.
Application of knowledge about neurolinguistics in teaching methods: Research in
the field of neurolinguistics can help develop more effective methods of teaching foreign
languages, taking into account the peculiarities of how the brain works when learning
languages [5].
In our opinion, the main task of a university teacher is to motivate a student to
learn a foreign language. It is well known that each personality type has its strategies for
perceiving and remembering material that is most successful for it. Today they talk and
write a lot about student-centered pedagogy, calling on the teacher to adapt to each
student, and preparing tasks that correspond to his level, which we think sounds
unrealistic. On the contrary, we must try to give tasks that will use all channels of
perception and processing of information simultaneously.
The teacher must understand possible differences in the perception of information
and be able to flexibly apply, and, if necessary, change teaching tactics. For example, as a
result of the study, it was found that students with a predominant visual channel of
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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information perception (visuals) prefer reading and have a greater understanding of the
nature and structure of language. They perceive new material better when it is written in
a book, on the board, or presented schematically in a presentation. Visual people write
better than speak. Auditory learners perceive texts better by ear, and listening is easier
for them. Kinesthetic learners prefer to use role-playing games, work with cards and are
ready to write. Therefore, when working with an audience, a teacher needs to use
different ways of presenting the same language material, as well as different tasks for
memorizing and reproducing it. This is where neuro-linguistic programming techniques
come to our aid. It is known that the same thought can be expressed in different ways.
As studies have shown, it is possible to identify a certain vocabulary characteristic of a
particular personality type. For example, the same address will sound differently:
Some linguists provide entire tables of synonymous expressions used by different
personality types. The teacher can use ready-made tables or create his own and use them
as actively as possible when explaining new material to attract the entire audience and
find a keyword for everyone. Here is an example of explaining tense agreement in English
in several visual ways:
❖
The teacher can depict the time continuum on the board as a straight line and
mark the sequence of times on it with dots. For a student with abstract thinking, this will
be enough.
❖
The drawing can be complicated by adding “communal apartments” to more
figuratively show the combination of times. For example, you can say that the Past Simple
“peacefully shares an apartment” with the Past Continuous; and the Past Perfect “lives
together” with the Past Perfect Continuous, etc. Thus, we attract visual and auditory
people.
❖
Kinesthetic learners must be placed in this time continuum and allowed to feel
themselves in it, as D.
Nikulicheva did during the “Playing with Time” seminar. Students
were asked to imagine the “river of life” and themselves, standing above it on a steep
bank: the river flows from left to right, smoothly bending, where the past tense is
“hidden” around the bend; you are in the present, and to the right of you, slightly upward,
the future goes away [1]. We can say with absolute confidence that after such a three-
step explanation, students will have an understanding of the relationship of English
tenses, which, as we know, is always difficult material for Russian speakers, because, in
Uzbek or Russian, there is no such phenomenon.
•
Look! Pay
attention!
Visual
•
Listen!
Listen
carefully!
Auditory
•
Imagine!
Imagine
!
Kinesthetic
Xorijiy lingvistika va lingvodidaktika
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There are many recommendations for memorizing words and expanding memory
capacity. These include mnemonics (the formation of associative connections), working
with cards, the marking method (gluing stickers with words to corresponding objects),
the method of composing a story with new words, the method of phonetic associations
(Atkinson’s method), computer programs OpenBook, MyNewWords, etc. [2]. Let us dwell
on those that, in our opinion, are the most effective in learning vocabulary and working
with texts in the specialty. For example, the “notes” method. This method is very effective
and easy to use. Take a pack of colored stickers. On the one hand, the word is written on
the sticker, on the other, it is translation. If a word has several meanings, you can
compose and write on the translation side a sentence with only one of its meanings.
In the same way, include the remaining meanings in the learning process a little later,
when the previous meaning is well understood. Stickers can be placed throughout the
house in places that constantly flash before your eyes. You can carry such “notes” with
you and constantly look through them in your free moments. The effectiveness of
increasing vocabulary is ensured by the fact that when creating “notes”, the reproduction
memory is also included since new words and their translations are written by hand. The
method of “expanding the synonymic series” has also proven to be very effective [5],
when students keep notebooks in which they constantly add new words encountered
when working with texts in their specialty. Notebooks are kept in free form; the main
thing is that it is convenient to use. For example, one page is allocated for each
synonymous row. When studying a new text, students highlight the synonyms they come
across and then transfer them to the correct page of the notebook. Students are advised
not only to keep a notebook of synonyms and constantly add to it, but also to flip through
the notebook from time to time and make sentences and phrases with synonyms, which
helps to increase their vocabulary. Synonyms should constantly rotate in the
subconscious of students.
It is also recommended to mentally select synonyms for words that appear in new
texts. If you don’t find one in your arsenal of words you’ve studied, you should turn to a
dictionary for help. This method, first of all, allows you to subsequently easily and simply
read fiction, scientific, special, and other literature, since any literature uses the
maximum variety of vocabulary. Secondly, mastery of a wide range of synonyms allows
you to more accurately and expressively express your thoughts in oral speech, for
example, when preparing a presentation. In addition, with a large vocabulary, speaking
speed also increases. Another effective method is to compile “thematic cards”. Cards are
compiled based on the text being studied. In our case, these can be texts in the specialty
that are complete. This method of increasing vocabulary in a fairly short time bears fruit,
because by handwriting thematic cards and constantly using them, the recall memory is
triggered, and the words fall into the students' active memory register. When “reading
without translation” from a new text, students write down all unfamiliar words without
translation, then close the text and write its translation next to each new word. Then the
words with translation are read several times, but not memorized. It is enough for
students to form a general idea of the text. After this, putting the translated words aside,
students try to read the text and understand it without looking at the translation of the
words. If they cannot remember the translation of a word or understand its meaning
from the context, they can refer to their notes.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
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Thus, the text is read by students until they remember its content almost word for
word. And to consolidate the learned words, you need to read the text several times,
without translating a single word in it (as if the text was written not in a foreign language,
but in your native language). This method takes quite a lot of time and effort but is very
effective not only for increasing vocabulary but also for developing the speed of thinking
in the target language, as well as for perceiving the information received, which is
important when listening to lectures on a specialty in a foreign language. When learning
using the “reading without translation” method, students learn not only to quickly and
fully understand texts in their specialty but also to think in a foreign language, defend
projects, and participate in discussions.
CONCLUSION
In conclusion, we should highlight the main idea that the results of neurolinguistics
research can be applied to various sciences, such as linguistics and methods of teaching
foreign languages. Language as a complex structural organization requires a systematic
approach and effort, which can be achieved through the correct psychological
organization of foreign language students. Speech impairments should not be a problem
on your way to learning a foreign language. Neurolinguistics contributes to the creation
of new ways to treat or correct the processes of brain activity, which should be taken into
account when working with people with such disorders. Speech directly depends on
thinking, which ultimately forms speech activity. Speech structures of the language being
studied must be trained in the process of learning foreign languages to bring linguistic
and speech knowledge to automaticity. Knowledge and research results in the field of
neurolinguistics and linguistics can help to better understand the nature of the brain
activity and consciousness of students. Thus, all of the above methods successfully use
neurolinguistic programming techniques, which significantly increase the effectiveness of
teaching a foreign language, allow you to significantly expand the vocabulary of students,
and make the learning process more dynamic and intensive. However, for the effect of
learning a foreign language to be tangible, intensive classes of 6
–
8 hours a week
throughout the year are required. The obtained result must be consolidated in
subsequent courses by giving lectures and conducting seminars in certain specialties in a
foreign language.
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1.
Asonova G.A. (2016). The role of neurolinguistic research for linguistics and
methods of teaching foreign languages in the field of the formation of speech
communication. International Journal of Scientific Research, (12-2(54)), 11-13.
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Abdullaeva N.T. Neurophysiological correlates of performing verbal and non-
verbal loads // Modern directions of research into functional interhemispheric
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Rostov-on-
Don, 2021.
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Valiev H. Neurolinguistic programming and teaching foreign languages //
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Taiwan.: ROC, 2022.
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pp. 17-36.
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Karimova T. Neurolinguistic programming in teaching foreign languages //
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