NEURODIDACTIC METHODS OF ATTENTION ACTIVATION AS A FACTOR IN IMPROVING THE EFFECTIVENESS OF ORAL SPEECH DEVELOPMENT IN ENGLISH LANGUAGE CLASSES AT HIGHER SCHOOL: NEUROCOGNITIVE JUSTIFICATION

Abstract

The article is devoted to a problem of reducing student’s attention in modern conditions of widespread digitalization. The article analyzes neurocognitive models of attention based on studies of the neurophysiological features of the functioning of different parts of the brain and the degree of their participation in the process of perception of different types of information. As an alternative way to activate attention in the classroom and improving learning outcomes, the use of neurodidactic techniques and techniques is proposed. Based on neurodidactic techniques, the authors of the article develop and test a set of exercises aimed at developing English speaking skills in the first year of undergraduate studies in the field of “Pedagogical education (with two training profiles)”, the profile “English and German”. As a result of the conducted research, a conclusion is made about effectiveness of taking into account the neurocognitive mechanisms of memory functioning in the teaching of foreign languages.