THE MAIN ISSUES OF NEUROLINGUISTICS IN THE LANGUAGE TEACHING PROCESS

Abstract

Neurolinguistics provides important evidence about how the brain processes language, yet applying those findings in classrooms faces scientific, methodological, and practical limits. This review identifies four core obstacles to integrating neurolinguistic knowledge into language pedagogy: inter-learner neural variability, the distributed and dynamic nature of language networks, persistent neuromyths and misinterpretations, and the difficulty of translating laboratory results into classroom-relevant strategies. Addressing these challenges—through teacher training, interdisciplinary research, and ecologically valid studies—can improve instructional design and better support learners with diverse cognitive profiles.