Abstract:
The paper is focused on the question of remote learning a
foreign language in the context of neuroscience. The notions of “distance
training”, “neuropsychology”, and “pedagogic technologies of remote
teaching ” have been cleared up. It has been emphasized that an
educational institution is free to choose its own model of the organizing of
remote training. It has been pointed out that neuropsychology is based on
experimental and clinical neuropsychology and that the first
neuropsychological research had been carried out by L. S. Vygotskyi
(1956) and A. Luriya (1965). The articles of domestic and overseas
scholars, which contain critical analysis of remote teaching a foreign
language, have been reviewed. The survey of different countries scientists'
publications, concerning foreign language distance teaching's directions of
the study, has been clarified. The advantages of the distance teaching
have been defined. It has been pointed out that autonomic activities of a
student cannot be passively organized. The advantages and disadvantages
of home-schooling have been clarified. The accent has been made on the
usage of modern platforms and online-services, particularly Moodle and
Google Classroom. The influence of neuropsychology on higher mental
processes has been explored. It has been noted that the lack of “live”
social relationship is finally dangerous, especially for children, and
emphasized that while organizing remote training process cognitive
exercises should be used to boost children’s brain functioning. The accent
has been made on the necessity of cognitive activities for enhancing
children's concern for studying. The unique example of the usage of A.
Luriya’s (1964) and M. Rosenzweig's (2009) methodologies has been
given. The well-known master on school psychology B. Arrowsmith Young’s study (2012) on remedial work with children, who have
problems in learning, has been analyzed.
