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SOURCE:	Philology. Theory & Practice. Tambov: Gramota, 2017. № 10. Part 1. P. 196-198.
SCIENTIFIC AREA:	Pedagogical Sciences
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NEURO-DIDACTICS AND ITS USAGE IN FOREIGN LANGUAGE TEACHING

Gulaya Tat'yana Mikhailovna, Romanova Svetlana Anatol'evna
Plekhanov Russian University of Economics

Abstract. The article considers the problem of raising the quality of foreign language teaching and the role of neuro-didactics in this process. The authors show the role of neuro-sciences in the formation of neuro-didactics as a trend in education from the end of the 1980s. From the new perspective the paper analyzes the specificity of studying foreign languages in the different life periods, proposes methodical recommendations to organize educational process.

Key words and phrases: нейродидактика, нейронауки, нейронные сети, межкультурная коммуникативная компетенция, качество обучения, индивидуальные способности, neuro-didactics, neuro-sciences, neural networks, intercultural communicative competence, quality of teaching, individual abilities

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References:

Kulikova O. V. Neirodidakticheskii podkhod kak faktor povysheniya kachestva obucheniya inoyazychnomu professional'nomu obshcheniyu // Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Seriya: Obrazovanie i pedagogicheskie nauki. 2014. № 14 (700). S. 107-114.
Matveeva E. E. Neirodidaktika - novoe slovo v organizatsii uchebnogo protsessa [Elektronnyi resurs // Praktika prepodavaniya inostrannykh yazykov na fakul'tete mezhdunarodnykh otnoshenii BGU: elektron. sb. / Belorus. gos. un-t. Minsk, 2012. Vyp. 2. S. 93-95. URL: http://elib.bsu.by/bitstream/123456789/25899/1/matveeva_2012_Lang_practice.pdf (data obrashcheniya: 17.08.2017).
Khafizova L. Yu. Obrazovatel'nyi opyt vzroslogo uchashchegosya v izuchenii inostrannogo yazyka v kontekste nepreryvnogo obrazovaniya // Filologicheskie nauki. Voprosy teorii i praktiki. 2017. № 7 (73): v 3-kh ch. Ch. 1. S. 211-214.
Sabitzer B. Neurodidactics: Brain-Based Ideas for ICT and Computer Science Education // The International Journal of Learning. 2011. Vol. 18/2. P. 168-169.

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