THE NATURAL ORDER HYPOTHESIS AND COGNITIVE LOAD IN LANGUAGE EDUCATION

Abstract

This article analyzes the role of the cognitive approach in native language education, particularly the correlation between the "natural order hypothesis" and "cognitive load theory," from linguodidactic and psycholinguistic perspectives. The article puts forward practical and methodological recommendations for enhancing academic literacy by designing textbooks and curricula in accordance with students' stages of speech development, as well as by optimizing cognitive load.