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

Abstract

Listening comprehension is one of the most demanding skills in second-language learning because learners must process a continuous stream of speech while simultaneously recognizing sounds, activating vocabulary, constructing grammatical meaning, retaining information, and making inferences. Neuropedagogy offers a useful interdisciplinary perspective by connecting principles of language education with knowledge about attention, working memory, cognitive control, emotion, and brain-based learning. This article examines the role of neuropedagogical principles in developing English listening comprehension. Particular attention is given to attention regulation, working memory, multimodal input, repetition and retrieval, emotional safety, and metacognitive awareness. The article argues that neuropedagogy should not be understood as a collection of simplistic “brain-based” techniques; rather, it provides a framework for designing learning conditions that respect the cognitive demands of listening. Appropriate task sequencing, manageable input, meaningful repetition, prediction, visual support, and reflective listening activities can reduce unnecessary cognitive load and support deeper processing. The article concludes that a neuro-informed approach can strengthen listening instruction when it is integrated with established findings from second-language acquisition and listening research