Успешное обучение языкам в контексте учета межполушарной асимметрии головного мозга у учащихся подросткового возраста

Abstract

The authors consider the problem of hemispheric asymmetry and its impact on the results of language acquisition. The age and type of nervous system are given as the main criteria determining the degree of manifestation of hemispheric asymmetry. Theoretical data on the importance of the work of the left and right hemispheres from the linguistic point of view are stated, as well as arguments in favor of using exercises aimed at involving both hemispheres in the learning process. The authors rely on theoretical works in order to identify age-related functional changes in the work of the hemispheres, partially correlate these changes with the stages of development of thinking. The results of experiments conducted with two groups of respondents belonging to different categories are analyzed. The first group of respondents are students studying Russian as a foreign language. The second group is English-Russian bilinguals. In order to eliminate errors related to gender and age, the sample was carried out according to the following principle: group 1 - a girl and a boy (18 years old), group 2 - a girl and a boy (17.5 years old). The results of girls and boys are compared separately based on data on the sex differences of the brain. The neuropsychological and linguistic methods used for the ascertaining experiment and the features of their use for testing each group of respondents are described.
 
 The article presents the results of a formative experiment conducted over two months, for which individual exercise systems were developed aimed at forming interhemispheric interaction between bilinguals and foreign students studying Russian.
 
 Based on the comparison of the obtained data, conclusions are drawn, as well as a theoretical justification of the experimental results is given.