This article discusses issues related to the psychology of teaching foreign languages. The authors highlight areas of application of psychological knowledge, as well as the role of organizing group interaction and taking into account individual characteristics in intensive adult training. The features of the psychological and pedagogical process of teaching a foreign language to both schoolchildren and adults are discussed. Questions are also raised about theoretical approaches in the field of psychology of teaching foreign languages. The article presents the results of a study of the use of innovative techniques and methods by foreign language teachers when teaching schoolchildren and students. A comparison and analysis of the features of the use of non-standard techniques and methods is carried out in order to increase the effectiveness of teaching foreign languages, both by teachers and student trainees. The study shows that student interns most often resort to non-standard teaching methods, and practice managers prefer to use video and audio materials, including vocabulary from typical communication situations in a foreign language, translations of newspaper articles and other approaches.
Keywords: psychological features of teaching foreign languages; increasing the effectiveness of teaching foreign languages; group interaction; educational communication; non-standard techniques and methods in teaching.
The contemporary evolution of domestic education is marked by the vigorous integration of innovative processes, particularly evident in the realm of teaching foreign languages. Simultaneously, many of the techniques employed by innovators to enhance the effectiveness of language instruction draw inspiration from age-old concepts and theoretical principles rooted in psychology. These encompass psychological and socio-psychological theories of behaviorist, psychoanalytic, cognitive, and interactionist orientations. Domestic authors also incorporate principles from activity theory and the gradual formation of mental actions, among others.
Presently, there is a paradigm shift in psychology, with communication and interaction theories taking precedence. These theories serve as the foundation for various communicative, social-perceptual, personal growth trainings, and programs designed to assist in ethnocultural adaptation. These contemporary theories and trainings prove to be more applicable to the practical aspects of teaching foreign languages.
The acquisition of foreign languages necessitates the development of skills such as perception, comprehension of oral and written foreign speech, and proficiency in speaking and writing in a foreign language. Challenges in cultivating these skills among students act as a motivating factor for the exploration of new approaches and diverse teaching methods. It is noteworthy that many researchers acknowledge the imperative to modernize the forms and methods of foreign language instruction, prompting a reevaluation of psychological and pedagogical concepts that once significantly influenced teaching practices and now demand thorough revision in the altered modern landscape.
In the main part of the discussion, it is emphasized that the psychological functions served by learning a foreign language differ across various stages of a person's mental development. Furthermore, the goals of teaching foreign languages in childhood and adolescence revolve around mastering educational activities, while in adulthood, the motivation to learn a foreign language may arise from practical necessity or self-development objectives.
Tailoring the approach to teaching foreign languages to the distinct needs of young people and adults becomes imperative, considering factors such as the development of thinking properties, motivational characteristics, and individual personalities. Instruction must align with psychophysiological age capabilities and the nature of an individual's cognitive activity.
From a psychological standpoint, learning a foreign language is depicted as a complex process involving the formation of a new speech system. This system coexists and interacts with the already established native language, contending with its interfering influence.
During adolescence and adulthood, individual personality traits significantly influence the learning process. M. K. Kabardov, in his studies, validated B. V. Belyaev's concept of two types of foreign language acquisition — «intuitive-sensual» and «rational-logical». Kabardov categorized them as «communicative» and «non-communicative» personality types, each displaying distinct characteristics in foreign language learning.
The communicative type is characterized by factors such as the capacity for auditory perception and auditory working memory, the speed of knowledge assimilation and processing new information, as well as success in involuntary and voluntary memorization. In contrast, individuals with a non-communicative type excel in voluntary memorization and show improved performance with visual reinforcement of verbal material. Communicative types demonstrate better results in «verbal fluency», while non-communicative types excel in language analysis, involving the identification of logical and grammatical patterns in an unfamiliar language.
Many students face psychological barriers when dealing with a non-native language, often expressing uncertainty about their ability to speak it. Shyness, fear of making mistakes, and concerns about grades contribute to these barriers, usually stemming from repeated failures and the teacher's attitude. Overcoming these hurdles necessitates a teacher reinforcing positive assessments and approval, instilling confidence in the students' abilities. Tailoring training to individual strengths, as discussed by L. I. Aidarova, is essential.
G. A. Kitaygorodskaya proposed the concept of individual learning within group settings, emphasizing a clearly defined group character in the learning process. This requires not only organizing educational material but also fostering interpersonal relationships within the study group. Kitaygorodskaya's method involves five principles for activating individual and team capabilities:
1) personal communication;
2) role-playing organization of educational material and processes;
3) collective interaction;
4) concentration in organizing educational material and processes;
5) multifunctionality of exercises.
The notion of «educational communication», introduced by Kitaygorodskaya, involves specially curated educational material, polylogue texts, and communicative exercises structured as personal communication. The optimal group size is 12 people, with a heterogeneous composition and a semicircular seating arrangement, adhering to the principle of personal communication. Intensive language teaching experiences have highlighted the effectiveness of role-based communication, aligning with the principle of communication as a foundation for intensified language instruction. From a linguistic perspective, role-based communication proves effective in acquiring speech competence, while psychologically, it activates motivation mechanisms, turning the learning process into a communicative, cognitive, and playful activity.
The principle of collective interaction underscores the need for active communication among students, fostering knowledge exchange, improved communication skills, and positive relationships, ultimately contributing to effective learning and mutual success.
In summary, G. A. Kitaygorodskaya's system is grounded in the psychological reserves of both the individual and the team, relying on directed management of socio-psychological processes within the study group.
Foreign language lessons possess distinct characteristics: firstly, a foreign language serves as a means of communication and expression of thoughts; secondly, the lesson aims to develop students' speech-thinking activity using the language studied; thirdly, it presupposes a communicative need for students to make statements and comprehend others' expressions in the foreign language.
When employing innovative forms and techniques, many educators leaned on psychological patterns to heighten interest in the study material, emphasizing the nuances of interpersonal perception, communication, and interaction. Their instructional approaches incorporated the utilization of visual and auditory channels for information reception, enhancing the memorization and absorption of educational content. These educators aimed to nurture the psychological abilities and cognitive skills of students. An illustrative example includes the method of describing a person's portrait in a foreign language, accompanied by tasks prompting speculation about their occupation and character. This exercise fosters the development of empathy, the capacity to comprehend others, and the skill to interpret their appearance and demeanor.
Furthermore, we identified methodologies employed by English and German teachers to hone communication skills, listening comprehension of foreign speech, memory enhancement, as well as the cultivation of analytical and reflexive thinking. Teachers dedicated ample attention to perception and thinking development, often incorporating elements of gamification. Communication skill training techniques were most frequently employed, with occasional and particularly intriguing instances where teachers endeavored to foster students' self-presentation abilities.
It is evident that experienced educators more frequently employ techniques geared towards developing cognitive skills and memory enhancement compared to student trainees. The latter group tends to gravitate towards exercises and techniques that resonate with the individuality of the student, enhancing motivation. They incorporate elements of competitive games and actively integrate training in self-presentation skills.
In conclusion, the findings from the exploration of theory and practice in foreign language instruction suggest that educators are actively seeking ways to integrate contemporary psychological knowledge. They select teaching techniques and methods that either target the development of students' psychological processes or align with their current stage of cognitive development. Student trainees, meanwhile, prioritize personal growth, aiming to boost motivation for foreign language learning and its practical application in communication.
Overall, both educators and student trainees underscore in their classes the significance of language as a means of communication among individuals engaged in diverse fields of activity.
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