KIRISH: ushbu maqolada neyropsixologik asoslar yordamida chet tilini o‘zlashtirish jarayonining nazariy va amaliy jihatlari tahlil qilinadi. ishchi xotira, neyroplastiklik va til lateralizatsiyasi mexanizmlari ta’lim samaradorligini belgilovchi omillar sifatida ko‘rib chiqiladi. MAQSAD: kognitiv neyrofanlar ma’lumotlarini chet tillarini o‘qitish metodikasiga integratsiya qilish zarurligi asoslab beriladi. MATERIALLAR VA METODLAR: tadqiqotda neyrolingvistika va ta’limiy neyrofan sohasidagi mahalliy va xorijiy ilmiy ishlanmalar tahlil qilindi. MUHOKAMA VA NATIJALAR: neyropsixologik yondashuvlar til o‘rganish jarayonida samaradorlikni oshirish, o‘quv dasturlarini neyrodidaktik asosda loyihalash imkoniyatlarini ochib beradi. XULOSA: chet tilini o‘qitishda neyrofan yondashuvlarini qo‘llash ta’lim sifatini oshirishning istiqbolli yo‘nalishi hisoblanadi.
INTRODUCTION: the article analyzes the neuropsychological foundations of foreign language acquisition. mechanisms of working memory, neuroplasticity, and language lateralization are examined as determinants of learning effectiveness. PURPOSE: the necessity of integrating cognitive neuroscience findings into foreign language teaching methodology is substantiated. MATERIALS AND METHODS: both domestic and international studies in neurolinguistics and educational neuroscience are reviewed. DISCUSSION AND RESULTS: the analysis identifies promising directions for designing neurodidactically grounded curricula that enhance language learning efficiency. CONCLUSION: applying neuroscience-based approaches in foreign language teaching represents a forward-looking strategy for improving educational quality.
ResearcherUz