The Classification of Neurodidactic Methods in Teaching Chinese: Cognitive and Affective Aspects

Identificator

EDN: EBCBOB ; УДК: 37.016:811.581

Authors

Trunkina Elena Vladimirovna, lecturer, Surgut State University. Russia, Surgut. ORCID: 0009-0008-7485-0004. E-mail: elena_trunkina@mail.ru

Journal

HERALD OF VYATKA STATE UNIVERSITY №4 (158), 2025

Section

PSYCHOLOGICAL SCIENCES

Pages

119-127

Abstract

The relevance of the study is determined by the need to modernize methodological approaches in higher education amid the rapid growth of information flows and the digitalization of learning. This task acquires particular significance in the context of teaching Chinese, which, for speakers of Indo-European languages, is characterized by maximal typological distance and cognitive complexity. Its tonal nature and logographic writing system require learners to activate specific neurobiological resources, which renders traditional methods insufficiently effective. The statement of the problem consists in the existing gap between the fundamental achievements of contemporary cognitive neuroscience and the actual practice of linguodidactics. Despite the proven significance of neurobiological principles, the scholarly literature registers a deficit of systematic methodological developments adapted to the unique challenges of Eastern linguoculture. The aim of the article is the theoretical substantiation and development of a classification of neurodidactic methods that take into account the specifics of acquiring Chinese. The methodological basis of the work consists of a theoretical analysis of the concepts of neuroplasticity, J. Sweller's cognitive load theory, and the principles of affective neuroscience. As a result of the study, the authors propose an original systematization of methods differentiated into four functional clusters: cognitively oriented (spaced repetition, interleaving), affective-motivational (gamification, regulation of the dopaminergic system), sensorimotor (multimodal integration), and socio-interactive. The neurophysiological mechanisms by which each group of methods affects the efficiency of acquiring linguistic material are described. It is demonstrated that the effectiveness of instruction depends directly on the teacher's ability to manage cognitive load, minimizing extraneous noise and stimulating germane effort, as well as on the creation of an emotionally safe environment that prevents "amygdala hijack." Neurodidactics is considered not as a set of techniques but as a fundamental basis for the transformation of language education. The scope of application of the results covers the design of higher education programs in the field of Oriental Studies, the development of adaptive digital learning platforms, and the modernization of methods of preparation for the standardized HSK examinations.

Keywords

neurodidactics teaching Chinese cognitive load neuroplasticity affective factors multimodal approach

Recieved

17.02.2026

Published

08.10.2026

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