QUAND LA NEUROPÉDAGOGIE RENCONTRE L’IA GÉNÉRATIVE : REPENSER LA RECHERCHE EN DIDACTIQUE DES LANGUES
WHEN NEUROPEDAGOGY MEETS GENERATIVE AI: RETHINKING RESEARCH IN LANGUAGE DIDACTICS

Summary/Abstract: As generative artificial intelligence enters research practices in language didactics, it does notmerely add new technical tools; it alters the conditions under which knowledge is produced, interpreted, and circulated.This article examines the encounter between neuropedagogy and generative AI in order to clarify the epistemological,methodological, and ethical questions raised by this convergence. The discussion first revisits the contribution ofneuropedagogy to the understanding of language learning processes, especially cognitive load, attention, memory, andlearner variability. It then analyses the limits of generative AI when it models complex cognitive activity throughprobabilistic approximation, without direct access to the biological, affective, and contextual dimensions of learning.Particular attention is paid to the changing role of the researcher, who increasingly operates at the intersection ofneurocognitive evidence, algorithmic mediation, and interpretive responsibility. The article argues that the productivearticulation of these two fields requires neither technological enthusiasm nor disciplinary withdrawal, but a criticaland responsible framework capable of preserving contextual interpretation, scientific accountability, andmethodological discernment. From this perspective, generative AI and neuropedagogy may contribute to research inlanguage didactics only if their uses remain explicitly situated, theoretically grounded, and ethically supervised.

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