NEUROPEDAGOGY OF VOCABULARY TEACHING: OPTIMIZING THE ACQUISITION OF PHRASAL VERBS AND IDIOMS

Authors

DOI:

https://doi.org/10.32782/3041-2021/2025-2-28

Keywords:

neuropedagogy, grammatical vocabulary, phrasal verbs, idioms, memorization

Abstract

The increasing demands for linguistic competence necessitate the search for innovative and effective approaches in foreign language teaching. Grammatical vocabulary, particularly phrasal verbs and idioms, presents a unique challenge for acquisition due to their non-transparent meanings and high contextual dependency. Traditional teaching methods often fail to account for the complex neurocognitive processes underlying the processing and memorization of such units, leading to suboptimal learning outcomes.A growing understanding of brain function through advancements in neurobiology and neuropsychology offers new perspectives for didactics, enabling the development of cognitively grounded methodologies that promote deeper and more lasting retention. The article is dedicated to integrating neuropedagogical principles into foreign language teaching practice, focusing on optimizing the acquisition of phrasal verbs and idioms. The aim of the work is to theoretically substantiate and formulate practical recommendations for a neuropedagogical approach aimed at enhancing the effectiveness of acquiring this specific vocabulary. The research is based on an analysis of current scientific sources from neurolinguistics, cognitive psychology, the neurobiology of memory, and foreign language didactics. The methodology includes a systematic review of modern theories of brain language processing, identification of key neural mechanisms involved in understanding and memorizing multi-word lexical units, and a critical analysis of existing pedagogical strategies. It has been determined that the effectiveness of grammatical vocabulary acquisition significantly increases with the use of contextualized tasks, multimodal approaches engaging various sensory channels, and strategies aimed at emotional engagement and the formation of strong associative links. A set of didactic techniques based on these principles is proposed, such as creating visual associations, utilizing stories and situations, applying gamification mechanics and interactive technologies, and systematic spaced repetition.

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Published

2025-06-27