THE ROLE OF NEUROPEDAGOGY IN DEVELOPING LISTENING COMPREHENSION COMPETENCE IN ENGLISH LEARNING

Abstract

Listening comprehension is one of the most complex and cognitively demanding components of English language learning. Unlike reading, listening is transient: learners must perceive acoustic signals, identify phonological patterns, recognize words, construct meaning, retain information in working memory, make predictions, and integrate incoming information with previously acquired knowledge, often within fractions of a second. These characteristics make listening particularly suitable for a neuropedagogical perspective. Neuropedagogy, understood as an interdisciplinary approach connecting neuroscience, cognitive psychology, and pedagogy, provides a framework for considering how attention, working memory, neuroplasticity, emotion, metacognition, and multisensory processing influence language learning. This article examines the role of neuropedagogy in the development of English listening comprehension competence through an integrative review of international research published mainly after 2000