Neurocognitive mechanisms of learning a foreign language: a multimodal approach

Abstract

The article analyzes key trends in the innovative development of the higher education system. The article is devoted to the study of neurocognitive mechanisms underlying the acquisition of a foreign language. In recent years, this issue has attracted increasing attention from scientists due to the growing role of multilingualism in the modern world. The purpose of this work is to identify the key neurocognitive factors that determine the effectiveness of mastering a foreign language, and to propose a comprehensive model integrating these factors. The methodological basis of the study was the methods of functional MRI (fMRI), diffusion tensor imaging (DTV), as well as the analysis of behavioral and linguistic data. The empirical basis of the study was a sample of 120 adult subjects (60 men, 60 women; average age – 28.4 years) who study a foreign language at different levels of proficiency. The results showed that the functional interaction of the frontal and temporal parts of the cerebral cortex plays a key role in mastering a foreign language (r=0.78; p<0.001), as well as the integrity of white matter in areas related to language processing (FA=0.64±0.12; p<0.01). The proposed neurocognitive model of foreign language acquisition, which takes into account the structural and functional characteristics of the brain, individual cognitive abilities and factors of linguistic input, has a high explanatory potential (R2=0.83; F=26.41; p<0.001). The results obtained have both theoretical significance for understanding the neurocognitive architecture of multilingualism and practical value for optimizing methods of teaching foreign languages. It is advisable to focus further research on detailing the proposed model and validating it on a broader sample, taking into account cross-linguistic and socio-cultural factors.