DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.06
UDC: 
37.016:811+159.91
Mitrofanova Gulmira G
Кандидат педагогических наук, Prof. of the Department of the Humanities and Natural Sciences of the Boksitogorsk Institute (Branch), Leningrad State University after A. S. Pushkin, lacuna49@yandex.ru, Saint Petersburg

Teaching a Foreign Language Considering the Specifics of the Inter-hemispheric Asymmetry of the Brain and the Cognitive Style of the Learners

Abstract: 
The article deals with the techniques and methods of teaching learners with different cognitive styles, which can be determined by the type of inter-hemispheric asymmetry of the brain. The analytical cognitive style, which the left-brained students have, supposes the discreet character of the perception and the successive processing of the information. These learners are characterized by the logical thinking and explicit character of the acquisition of a foreign language. The holistic cognitive style, which characterizes the right-brained learners, supposes the holistic perception, simultaneous processing of the information, visual and image thinking. It is easier for them to acquire the foreign language implicitly. Thus, it is necessary to combine both explicit and implicit approaches when we work with learners. The goal of the research is generalizing the methods and techniques of teaching different aspects of the foreign language with taking the cognitive style and specifics of the interhemispheric asymmetry of the learners into account. The methodology supposes the use of the analysis of the literature in the areas of psychology, pedagogical sciences and linguodidactics, comparing and generalization as the methods of the research. The experimental teaching the foreign language with taking the cognitive style and the type of inter-hemispheric asymmetry of the brain of the learners into account revealed the fact that the right-brained had more advance than the left-brained did. It doesn’t mean that the left-brained didn’t have any progress. Their results improved too, but initially they had showed the better results comparing with the right-brained at the traditional teaching. Nevertheless, the right-brained advanced more than the left-brained did on the conditions of the experiment. In conclusion it is deduced, that it is necessary to use both methods and techniques which are used at the traditional teaching and the ones which are used at the realization of the implicit approach. The tasks used at the traditional teaching make the acquisition of the foreign language easier for left-brained. The right-brained learners need the tasks which assume holistic perception and simultaneous processing of the information, the image thinking.
Keywords: 
the cognitive style; holistic perception; visual and image thinking; the inter-hemispheric asymmetry of the brain; implicit approach
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References: 

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