THE INNOVATIVE WAYS OF LEARNING A FOREIGN LANGUAGE USING NEUROLINGUISTIC APPROACH O. Dagbaeva, E. Dmitrieva, Z. Usmanova RUDN University (RUSSIAN FEDERATION) Abstract The growing interest to the topic of cognitive aspects of language and speech activity seen in recent years determines the main lines of fundamental and applied research in various scientific fields. Globalization of modern society forces individuals to speak several foreign languages. In the 21 century, it does not seem rational to use outdated language learning methods involving systematic text memorization and slow absorbing of grammar constructions. New teaching methods capable of activating deep potential of human mind have emerged. And among them are psycholinguistic and neurolinguistic methods of language teaching. The article examines different psycholinguistic and neurolinguistic methods and techniques of foreign languages teaching and proposes a set of solutions allowing to find an individual approach to each student. Analyzing the works of Russian scientists such as G.A. Kitaigorodskaya, S. Garibyan, A. Zilberman, D. Runov and others, the authors set forward a system of measures to achieve greater efficiency of language learning. It is shown that applying neuropsychology and psycho- and neurolinguistics in teaching a foreign language allows developing new more efficient teaching methods which require less time for studying. The publication has been prepared with the support of RUDN University Program 5-100. Keywords: neurolinguistics, neurolinguistic approach in teaching foreign languages, educational process, NLP techniques, language games, innovation technics. 1 INTRODUCTION Nowadays, core foreign language learning methods have lost their positions giving way to innovative technologies, which offer new opportunities, tools and ways to learn foreign languages effectively. Up to now, in the didactics of languages, the study of the psychological plan has been neglected with regard to linguistic and pedagogical plans. As a rule, in language teaching, the emphasis has been put, so to speak, only on curricular aspects. Indeed, many researchers have focused mainly on the object to be learned: the language (the linguistic plan). This is why the teaching strategies (the pedagogical plan), as well as the mode of acquisition of the language (the psychological plan), were left behind. And in this, researchers and theorists have been closely followed by the authors of textbooks made available to language teachers. This is how language didactics suffer from a serious imbalance the impact of which does not seem to be measured. Language is first taught as an object of schooling (as knowledge) rather than as a means of communication. 2 METHODOLOGY The central methodological idea adopted in the article partially relies on NLA principles, UMIN methodology and the “direct method” while rejecting the very idea of cramming vocabulary and grammar rules independently of spoken speech practice and avoiding translating into the native language. The underlying method is creating an atmosphere of authenticity in the classroom in order to develop a procedural (implicit) memory rather than a declarative (explicit) memory since, according to Paradis, they are not interconnected, i. e. the explicit will never evolve into the implicit. Procedural memory requires resorting to a limited number of language structures, which are applied and reapplied frequently enough to develop pathways in the brain called neuronal connections, which link together promptly all the aspects required to produce an utterance. The articulation basis of the native language as a system of certain articulatory habits is developed from a young age. Due to constant practice, this system becomes very stable and creates a number of dynamic stereotypes, which build the articulation basis of the native language. In order to master the Proceedings of EDULEARN18 Conference 2nd-4th July 2018, Palma, Mallorca, Spain ISBN: 978-84-09-02709-5 1424