COGNITIVE FOUNDATIONS OF MODERN PEDAGOGICAL PRACTICE IN TEACHING FOREIGN LANGUAGES

The effectiveness of modern foreign language teaching is increasingly linked to insights from cognitive science and educational psychology. This article provides a theoretical examination of the cognitive foundations underlying contemporary pedagogical practices in foreign language education. The study explores key cognitive processes such as perception, attention, memory, and information processing, and analyzes their role in language acquisition and classroom instruction. By synthesizing perspectives from cognitive linguistics, second language acquisition theory, and pedagogy, the article highlights how cognitively informed teaching approaches enhance learner engagement and learning outcomes. The discussion emphasizes the importance of aligning pedagogical strategies with cognitive mechanisms to develop efficient, learner-centered foreign language instruction.

现代外语教学的成效，愈发与认知科学（cognitive science）及教育心理学（educational psychology）的研究洞察紧密关联。本文从理论层面探析当代外语教育教学实践背后的认知基础。文中探讨了知觉、注意、记忆与信息加工等核心认知过程，并分析了这些过程在语言习得与课堂教学中的作用。本文综合了认知语言学（cognitive linguistics）、第二语言习得理论与教学法的研究视角，阐明了基于认知科学的教学方法如何提升学习者参与度与学习成果。本次讨论强调，需使教学策略与认知机制相契合，以构建高效且以学习者为中心的外语教学模式。