Keywords
Abstract
This article provides a comprehensive analysis of the impact of stress on key cognitive processes involved in foreign language learning (FLL). It examines the neurobiological mechanisms through which stress hormones, particularly cortisol, impair functions in the hippocampus, prefrontal cortex, and amygdala. The paper details how stress specifically compromises working memory, long-term memory consolidation, retrieval, and attentional focus. It further explores the specialized construct of Foreign Language Anxiety (FLA) and distinguishes between debilitating distress and performance-enhancing eustress. Drawing from international research and the specific context of Uzbekistan, the article proposes a multi-faceted framework of stress management strategies encompassing pedagogical, psychological, and technological approaches. The conclusion emphasizes the necessity of managing stress to optimize cognitive resources for effective language acquisition and suggests directions for future research.
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