NEUROCOGNITIVE FOUNDATIONS OF ACADEMIC ENGLISH SPEAKING: IMPLICATIONS FOR LANGUAGE INSTRUCTION

Academic English speaking is a cognitively demanding skill that requires coordination of multiple mental processes, including working memory, attention control, lexical retrieval, and executive function. This study develops and empirically validates a neurocognitive model to explain how these mechanisms interact during real-time academic speech production. Data collected from structured speaking tasks, cognitive assessments, and learner self-reports indicate that proficiency emerges from the integration of these cognitive systems rather than isolated linguistic knowledge. The findings highlight implications for designing language instruction that aligns with cognitive processes, enhancing fluency, coherence, and learner confidence.学术英语口语是一项认知负荷较高的技能，需要协调多项心理认知过程，包括工作记忆（working memory）、注意力控制（attention control）、词汇提取（lexical retrieval）与执行功能（executive function）。本研究构建并通过实证验证了一项神经认知模型（neurocognitive model），用以阐释这些认知机制在实时学术口语产出过程中的交互方式。通过结构化口语任务、认知测评与学习者自我报告收集的数据表明，语言熟练度并非源自孤立的语言知识，而是源于这些认知系统的整合协同。本研究结果揭示了其在语言教学设计中的应用价值：需贴合认知过程开展教学，以提升学习者的口语流畅度、连贯性与学习自信心。