Innovative strategies for learning and teaching foreign languages: an interdisciplinary approach

Abstract

The article explores the main post-nonclassical aspects of foreign language learning and teaching, which involve extrapolation of the results of many scientific areas, psychology, pedagogy, linguistics, psycholinguistics, neurolinguistics in the field of foreign language education. All this enables to outline an innovative system of foreign language teaching, and to describe the author's approximate-analytical method of learning English.

Some problematic, unresolved aspects of foreign language teaching and learning are indicated, related to N. Chomsky's views on deep grammar, the separation of communicative codes of native and foreign languages ​​(two levels of mastering a foreign language – emotional-practical and abstract-logical), and the transformation of the moral aspect of human behavior and thinking during the study/use of foreign languages.

Such innovative aspects as the resonant nature of the educational process, the psychological effects of subjective semantics, the integrity and systematicity of language, sound symbolism, the priming effect, the infantilization technique, the phenomenon of mirror neurons of the brain are analyzed.

It is shown that the infantilization technique as a psychologically useful in the context of educational activity positive regression of an adult into childhood, which was used at the Scientific Research Institute of Suggestology, Bulgaria, can release the resources of «childish genius».

It is found out that related words (etymologically and associatively cognate words that create holistic verbal networks) in the context of etymological-word-forming and associative-phonetic connections should be studied in a holistic context with the help of certain exercises, since the human brain is inclined to perceive generalized and associative verbal information, forming holistic verbal networks based on holistic neural ensembles of the brain.