COGNITIVE PROCESSES IN LANGUAGE LEARNING

Abstract

The educational process clearly requires focusing on developing students' ability to effectively engage in intercultural communication. In today's world, the need to learn a foreign language from early childhood is increasingly being addressed. It is generally accepted that bilingualism influences memory development and the ability to understand and analyze linguistic phenomena.

Any human activity is directly linked to an individual's mental processes, which is why close attention is paid to linguistic psychology and the psychological characteristics of foreign language acquisition. The primary goal of foreign language teaching at the threshold level is the development of communicative competence, which comprises several components: linguistic competence, sociolinguistic competence, sociocultural competence, strategic competence, discursive competence, and social competence.

Modern foreign language teaching is based on a student-centered approach to learning, which assumes that all teacher-centered teaching decisions should be refracted through the prism of the learner's personality—their needs, motives, abilities, activity, intellect, and other individual psychological characteristics. In this case, the learner's personality is viewed as the subject of pedagogical activity, independently determining the nature of this activity and communication.