Fundamentals of Neurodidactics

2026/2027

Учебный год

ENG

Обучение ведется на английском языке

3

Кредиты

Кто читает:

Департамент иностранных языков

Статус:

Курс обязательный

Когда читается:

1-й курс, 3 модуль

Преподаватель

Нужа Ирина Витальевна

Course Syllabus

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.

Learning Objectives

• To introduce students to the key concepts and terminology related to neurodidactics, language learning and teaching;
• To build students’ awareness about key concepts and principles in neuro didactics and their implications for ELT classroom;
• To improve students’ critical thinking and research skills with regard to neuroscience and its practical aspects.

Expected Learning Outcomes

• To know and explain the key concepts and principles of neurodidactics applied in teaching (neuroplasticity, memory, attention)
• To be proficient in the principles of designing educational materials based on neuroscience data
• To 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
• To 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
• Critically 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
• To 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
• To 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. Neurodidactics as the bridge between neuroscience and L2 teaching. Historical development and neuromyths.
• 2. Factors influencing L2 learning
• 3. Cognitive and Emotional processes and Social Emotional learning.
• 4. Neuro diversity and trauma-informed pedagogy.
• 5. Brain-friendly teaching.

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.
• 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.
• 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.
• 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.

Interim Assessment

• 2026/2027 3rd module
  0.3 * Designing a learning task (presentation) + 0.05 * Learner Pathway Assignment + 0.3 * Class participation + 0.15 * Forum participation + 0.15 * Quizzes + 0.05 * 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
• 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
• Handbook of the neuroscience of language, , 2010
• The handbook of the neuropsychology of language. Vol.1: Language processing in the brain: basic science, , 2012
• The handbook of the neuropsychology of language. Vol.2: Language processing in the brain: clinical populations, , 2012
• The Oxford handbook of neurolinguistics, , 2019

Recommended Additional Bibliography

• Annette M. B. de Groot, & Peter Hagoort. (2017). Research Methods in Psycholinguistics and the Neurobiology of Language : A Practical Guide. Wiley-Blackwell.
• From brain to mind : using neuroscience to guide change in education, Zull, J. E., 2011
• Handbook of neurolinguistics, , 2011
• 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

Authors

• Ursul Natalia Valerevna
• Nuzha Irina Vitalevna