A cognitive-discursive approach to teaching Russian syntax: neuro-linguistic foundations and pedagogical practices

Abstract

This article is devoted to the study of the possibilities of a cognitive-discursive approach in teaching the syntax of the Russian language, with an emphasis on its neuro-linguistic foundations and specific pedagogical practices. The article substantiates the need to integrate linguistic knowledge with data from psychology, neurobiology and communication theory in order to overcome the formal understanding of grammar. The focus is on the idea that syntactic constructions are not only a means of forming thoughts, but also an active tool of cognitive activity and communicative influence, motivated by the context, goals and intentions of the speaker. The authors consider the methodological principles of implementing this approach, including the analysis of various discourse genres (from scientific texts to social networks), the development of tasks for sentence transformation, phrase construction and error analysis, taking into account their causes. Special attention is paid to neuro-linguistic aspects: how the brain processes syntactic structures, the role of working and long-term memory, the relationship of syntax with pragmatics, and the influence of the emotional-evaluative component. The importance of taking into account individual cognitive styles of students (visual, auditory) and creating a dynamic learning environment that stimulates an informed choice of language tools is emphasized. The research results demonstrate the effectiveness of such practices as project activities, role-playing games, analysis of large text fragments, comparison of historical and modern texts, as well as students' systematic reflection on their own syntactic choices. It is shown that meaningful work with syntax in the context of discourse contributes not only to the formation of grammatical skills, but also to the development of metasubject competencies - critical thinking, speech intelligence, and the ability to logically and expressively formulate thoughts. The conclusion is made about the long-term positive effect of the approach, expressed in increasing the communicative competence of students, reducing errors and confidently applying syntax in real speech situations, which requires the teacher to be ready for creative search and integration of knowledge from related disciplines.