Cognitive distortions and biases as catalysts in the foreign language learning process

This study is devoted to examining the effects of the psychological phenomenon of “cognitive bias” for the purpose of manipulating the consciousness of language learners to optimize the process of its acquisition. Hypothesis. It is assumed that accounting for typical thinking errors can not only anticipate potential difficulties in acquiring a foreign language but also serve as a catalyst for this process when creating special methodological conditions. The hypothesis is based on the assertion that all people without exception tend to experience certain “automatic thoughts” in specific situations. The purpose of the article is to identify those effects of cognitive biases that can have a positive impact on the process of mastering a foreign language and to describe the specifics of their activation in foreign language classes, relying on the principles of methodological and linguodidactic sciences. Materials and methods. The theoretical basis primarily consists of results from psychological studies in the field of cognitive biases and their popular effects. The empirical level is represented by a synthesis of results from existing psychological studies and the extrapolation of theoretical psychological knowledge to the field of methodology and linguodidactics for modeling the process of foreign language learning. Results. The results of the article hold value for research in the psychology of cognitive processes, the psychology of foreign language learning, applied methodological studies within the cognitive approach to foreign language learning, as well as for the practical pedagogical activities of foreign language teachers. Conclusions. For the first time, it is shown how potential thinking errors cannot hinder but act as catalysts in the process of mastering a foreign language when certain conditions are created for their activation.

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