ВКГУ им.С.Аманжолова старший преподаватель кафедры «Психологии и коррекционной педагогики» Матаева Б.У. студент 2курса специальность: «Иностранный язык:два иностранных языка» Шүкірханова Алтыншаш

PSYCHOLOGICAL APPROACHES TO DIFFICULTIES IN TRAINING FOREIGN LANGUAGE

The psychology of school-age children is not an easy question, a full knowledge of a foreign language is a problem that is wide enough for a psychological science. Currently, there is a certain change in approaches to the study of the psychological aspects of foreign languages. Among the general tendencies and peculiarities of the present stage of V.A. Artemov singled out the following: a shift in the simplified analysis of the results of teaching a foreign language in the experimental and control groups by a deeper analysis using modern concepts of personality, information and communication theory; "Psychologization," the release from the influence of pedagogy and methodology; The desire to establish a relationship between the psychological and extropsychological learning conditions; Close interaction with a number of related sciences (linguodidactics, general pedagogy, general psychology, speech psychology, general and special linguistics, information theory, etc.); sovereign independence when interacting with related disciplines.Practically in all scientifically significant concepts of mastering foreign languages, language appears as a system that reflects the objective reality that refracts it through linguistic consciousness, through the interests of verbal communication of people speaking this language. Therefore, the study of a foreign language should be meaningful. Researchers recognize that it is only intuitively possible to master the language intuitively in only a few cases of knowledge of the native semantic reality. Psychologists subdivide students learning a foreign language, according to their individual characteristics, into two types: "communicative-speech" and "cognitive-linguistic".Obviously, it is impossible to develop an ability called a sense of language from a subject who knows a foreign language reality to the same level as in his native language, but it is possible and necessary to promote his development. The process of mastering a foreign language is both conscious and intuitive. The decisive factor in mastering a foreign language is the work of consciousness, but the role of the intuitive factor can not be underestimated, because the development of the native language goes from the bottom up, while the development of the foreign language goes from the top to the bottom. " "A significant feature of the native language's mastery of a foreign language at school is also that it is absorbed by the child no longer in the most sensitive (language sensitive) period of his speech development.As you know, this period is from one and a half to five years, this is a period of awareness of the language "rules", the formation of a common net of everyday, everyday, according to LS Vygotsky, concepts, the period of the child's construction of a situational detailed statement. The demand of many psychologists to begin learning a foreign language as early as possible is due to the need to take into account these features of the child's age development. However, all note that the study of a foreign language should begin on the basis of the already formed experience of mastering the mother tongue, that is, in five to six years, at the senior preschool age, and must consistently continue at school. In the methodology and psychology of teaching foreign languages, it has long been recognized the need to search for ways of such a "limitation" (V.A Artemov, I.M Luchkina, P.B Gurvich, V/L Skalkin, and others). A specific feature of a foreign language as a subject of study is also the negative, subjective attitude of people to it as a very difficult, almost impossible in the conditions of school (and institute) learning of the subject. "The study of foreign languages is often characterized as the most purposeless occupation that consumes more time and effort for a person than any other." A foreign language really requires work - daily and systematic.It requires work that is motivated. The student should know why he is doing it, and have a clearly stated concrete goal of learning a foreign language. The goal may be that, for example, to learn English, so that the original read Shakespeare, or be able to directly communicate with their peers - English schoolboy, or be able to independently deal in the technical documentation of the display technology, which it is interested, and so on… So, according to A. Alkhazishvili whether the teacher should be able to find, select the subject of communication, direct it so that students do not feel it degrading their superiority nor knowledge, nor the age, nor in the social role of the teacher.Moreover, AA Alkhazishvili emphasizes that a foreign language teacher, being a partner of communication, should be interested in the process and result of this communication. If, at some point in the training session, for some reason, he does not have this interest, then he must be so artistic to be able to not reveal his absence. The teacher of a foreign language should have one more feature, which is often manifested when teaching a foreign language - the ability to be both a partner and a teacher, directing speech communication and correcting its shortcomings. In the process of teaching foreign languages, linguistic means (lexical, phonetic, grammatical) and ways of forming and formulating thoughts along with the operational side of the speech activity itself serve as independent, specially developed learning objects.

References:

1. Artemov, V.A. Psychology of teaching foreign languages, 1969.

2. Vygotsky, L.S. Collected Works: [Text]. In 6 volumes. T. 2 Problems

General psychology / L.S. Vygotsky; Ed. V.V. Davydov. - M .: Peda-

Gogik, 1982.

3. Alkhazishvili AA Psychology of teaching oral speech in a foreign language. - Tbilisi: Metsniereba, 1974.