Special aspects of teaching foreign language grammar to Russian-speaking students with due account of functional brain asymmetry (on the material of the Spanish language)

Nowadays, individual features of functional brain asymmetry are rarely taken into account in teaching a foreign language. The purpose of this article is to theoretically prove the need to consider these features in teaching Spanish grammar. The article reviews the main theoretical framework of the functional brain asymmetry and its relation to teaching a foreign language, types of perception, and special aspects of teaching Spanish grammar to Russian-speaking students. Research methods include analysis of scientific literature and classification of obtained data. As a result, this study provides evidence for the due account of individual brain asymmetry and suggests classification of exercises for left-dominant and right-dominant students.