Лучший по критерию «Полезность курса для Вашей будущей карьеры»

Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»

Лучший по критерию «Новизна полученных знаний»

Кто читает:: Департамент иностранных языков

Статус:: Курс обязательный

Когда читается:: 1-й курс, 3 модуль

Преподаватель

Нужа Ирина Витальевна

Full Syllabus Ask Question

Abstract

This course introduces students to the basic principles of neuro science with regard to using them to optimize teaching and learning foreign languages The course explores the issues of brain plasticity, attention, memory workload, and evidence-based strategies of acquiring L2. Students will learn how cognitive neuroscience, psychology, and pedagogy intersect to inform effective, brain-compatible language teaching practices. Students will analize approaches based on neuroscience data and critically evaluate "neuromyths”. The course integrates theory and practice by involving participants into designing neuro-informed syllabi and language materials. Pre-requisites: students should have B2 level of English; Should have basic knowledge of Methodology of Teaching Foreign languages

Learning Objectives

Know the basic principles of neuro science with regard to using them to optimize teaching and learning foreign languages.
Know the issues of brain plasticity, attention, memory workload, and evidence-based strategies of acquiring L2.
Learn how cognitive neuroscience, psychology, and pedagogy intersect to inform effective, brain-compatible language teaching practices.
Analyze approaches based on neuroscience data and critically evaluate "neuromyths”.

Expected Learning Outcomes

Know and explains the key concepts and principles of neurodidactics applied in teaching (neuroplasticity, memory, attention).
Be proficient in the principles of designing educational materials based on neuroscience data.
Be able to develop and adapt educational materials based on key principles of neurodidactics: micro-learning, checklists, gamification of educational content, multisensory practices, and feedback.
Be capable of using the principles of neurodidactics and neuroscience data to design individual customized learning paths, generate feedback, create assessment tools, and analyze educational data, taking into account learner characteristics.
Citically evaluate curricula, materials, and digital and AI tools from the perspective of their alignment with neurodidactic principles and their impact on engagement levels, learning management, and outcomes.
Be able to develop a comprehensive educational project in foreign language teaching, including pedagogical intent, methodological design, and outcome assessment based on the principles of neurodidactics.
Be prepared to apply neuroscience data in research and professional activities, including the analysis of linguistic material, preparation of multimodal presentations, and creation of learning environments.

Course Contents

1. Введение в нейродидактику
2. Факторы, влияющие на обучение L2
3. Когнитивные и эмоциональные процессы и социально-эмоциональное обучение
4. Обучение, благоприятное для мозга

Assessment Elements

Class participation
Classroom participation is assessed by the seminar instructor. Students receive points (‘pluses’) for participating in the form of answering questions, chat messages and group work. The instructor will inform the students at the beginning of the seminar what ‘pluses’ will be awarded for. The maximum number of ‘pluses’ the student may receive per seminar is 2. Homework tasks vary, and assessment varies depending on the task. You will receive specific task instructions and assessment criteria for each task.
Designing a learning task (presentation)
Each student (group of students) will be asked to complete a presentation on a mini lesson/ or provide a lesson plan, in which they will demonstrate a brain-friendly teaching approach and the most effective modes of learning foreign languages.
Learner Pathway Assignment
Students will be given a learner profile and a learning context, with some details, in particular with some constraints (difficulties). They will need to complete the learner pathway table by making realistic pedagogical solutions based on neuroscience principles and justifying them using course concepts.
Forum participation
Taking part in forums.
Quizzes
Students will complete a series of quizzes and the final exam (in the format of an LMS test). They will be based on the material we will study in the lectures and will be available on LMS.
Final exam (project)
Prepare a presentation (no longer than 10 minutes) on one of the topics. Support your view with a theory/research-based argument.

Interim Assessment

2025/2026 3rd module
0.3 * Class participation + 0.05 * Forum participation + 0.15 * Learner Pathway Assignment + 0.05 * Quizzes + 0.15 * Designing a learning task (presentation) + 0.3 * Final exam (project)

Bibliography

Recommended Core Bibliography

Ahlsén, E. (2006). Introduction to Neurolinguistics. Amsterdam: John Benjamins Publishing Co. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=229803
Ratnayake, N., Broderick, A., & Mitchell, R. C. (2010). A neurocognitive approach to brand memory. Journal of Marketing Management, 26(13–14), 1295–1318. https://doi.org/10.1080/0267257X.2010.522531

Recommended Additional Bibliography

Ellis, A. W., & Young, A. W. (2013). Human Cognitive Neuropsychology (Classic Edition) (Vol. Classic ed). Hove, East Sussex: Psychology Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=634610
Getmanskaya M.K., & Bagramova N.V. (2017). The principles of foreign language learning as a leading factor of a learning process. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.542973EF

Authors

Diugaeva Irina Dmitrievna
Nuzha Irina Vitalevna

Магистерская программа «Прикладная лингвистика: обучение иностранному языку и перевод в цифровой среде»

Fundamentals of Neurodidactics