Linguocultural Aspect as a Factor in the Development of Emotional Intelligence in the Process of Learning a Foreign Language: Neuroscientific Aspects

Abstract

The application of neuroscience in the field of foreign language education has been relatively underexplored in the past. However, the 21st century has seen a significant surge of interest in neurodidactics, which many specialists now consider a paradigm shift in education. Research into brain activity has led to the publication of numerous scientific articles on foreign language teaching, prompting a revised perspective on education, the role of the student, motivation for learning foreign languages, and the acquisition of language competence. Central to neurodidactics are the individual abilities of learners, as these form the foundation for personal development and the expansion of cognitive horizons. The purpose of this article is to explore the contribution of neuroscientific knowledge to foreign language didactics, with particular emphasis on identifying effective strategies for developing emotional intelligence and highlighting the significance of the linguo-cultural dimension in language acquisition.