Psychological patterns in learning a second language

Baltabaeva Zh.K.,

Doctor of pedagogical sciences,

Associate professor of the Kazakh national

Pedagogical university of a name of Abay,

Nyyazbekova K.S.,

Candidate of pedagogical sciences,

Associate professor of the Kazakh national

Pedagogical university of a name of Abay,

Professor of the Russian Academy of natural sciences

famous-scientists.ru /11624/

In order to influence on learners’ consciousness, encourage the necessity of language learning, rouse their interests concerning classes, which should be interesting, one must follow psychological regularities.

According to the science of psychology, different aged human beings psychic development, possibilities are different.

They talk not only about life, social problems, at the same time, taking an active part in debates, brain storming tasks, learners make their own conclusions. In this regard, developing events which had been read in certain works, making up texts, describing of the topic pictures, the objects in the picture, inventing the stories concerning the contents of the proverbs by means of their imagination and other types of actives widen speech learning possibilities. As learners activities are based on such qualities as ambition, decisiveness, firmness, independence, activity, behaving properly.

According psychologists, speech activity is divided into two types, they can be inner and outwardones which are closely connected with each other, they have the same physiological basis. Nevertheless they have the same peculiarities. In outward speaking the speaker tries to send a message to the listener concisely and tries to make the sentences grammatically appropriate. In inner speaking the speaker doesn’t have to explain his idea to his partner, he isn’t to follow grammar norms strictly. It is considered that outward speaking is directed to the listener, inner speaking is used to understand a partner’s speech.

Sensation and perception is closely connected with a human’s organs of sense. Learners perceive things through listening, seeing, touching with their hands andcognition of subject and phenomena are carried out by descriptive process and by means of perception they are to be differentiated and cognized completely. Thus,learners perceive the things by their peculiarities objectively, and also through their interests and attentiveness they do it subjectively. Learners analyze the perceived information by active thinking thus they must make conclusions and inform a partner of it orally and/or in written form systematically. Only in this case, the cognized subject, phenomenon, the event can be the speaker’s speech activity development object.

Thus, the speaking activity is carried out by thinking, consciousness and mind. A person delivers the message after thinking inwardly. While thinking he selects languages units that are in his mind. The selection of them depends on the language units qualities that are to be memorized. Memory functions as a trunk that keeps the brain. And so, while teaching one must use proper methods to make learners memorize them,remember sounds, words grammatical units, forms of words, word combinations, speech patterns. In this case, application of Kazakh, language units in speech, speaking Kazakh is directly connected with learners’ memory.

If a man doesn’t remember life cognition, he will not be able to make conclusions about his life experiences and use in it his experience. That’s why memorizing is of great importance in teaching.

“Psychology” gives the following definition to the term ‘Memory’: “Memorizing, keeping in mind and its subsequent reproduction by an individual his\herexperience is memory” [1, 231].

There are the following types of memories in psychology: “motor, emotional, sensor, intellectual” [1, 295]. All of them are available in teaching. Learners attention should be drawn to select proper language units to express his idea and also to accuracy, his thoughts to be clear. In this way such qualities as perceptibly, studiousness, responsibility for words are to be formed. These abilities of course, depend on the length and strength of learner’s memory.

Thus, the results of teaching greatly depend on the functions of memory.

Scholar T.I.Ivanov quoted “… memory is a mental activity that express the consolidated kept and of consciousness, which is reproduced subsequently which had already been in the consciousness” [2, 155].

In the course of teaching process complete, precise durable remembering is achieved when appropriate methods are to be used by the teacher, methods are to be applied.

All the qualities of memory are of great importancewhile teaching learners to speak Kazakh. Only a teacher can form all these qualities of memory to learners. To understand themeaning and the material profoundly, analyzing it is considered to be one of the important factors of special remembering. In the development of learners’ memory a teacher can use different methods and means as: diagraphs, pictures, tables, technical aids effectively.

Learners’ attention also plays an important role in memorizing linguistic materials. K.Zharikbayev’s opinion about attention also proves this statement: “Attention is one of the important factors of psychics. If the attention isn’t availablein the activity of a person, the activity will not have a result” [3, 61].

In the textbook of ‘Psychology. Textbook for economic universities’ published in 2000 I is written: “No other psychic process is mentioned so often in everyday life and finds its place in the framework of conceptions with such difficulty conceptualization… . Attention is psychic instrument of an individual’s activity.[4, 155]. Here the peculiarity of attention as developing the subjects’ activity is mostly paid attention. An individual’s activity quality is meant here which is caused by attention.

Teaching and other activities are connected with attention of an individual, because listening attentively promotesproper understanding. And to find ways of attracting learners’ attention to his classes are a teacher’s duty. It mainly dependson the lesson’s being interesting and at the same time it’s connected with the fact how interesting are classes for learners.

Enriching of learners’ vocabulary and word-stock and developing speech skills depend on their interests. According to its contents and direction interest can be divided into: materialized, social, cognitive and professional. These types of interest are also subdivided into different subgroups. For instance, cognitive interest is connected with learning and types of science. That’s why when teaching language, we should develop the learners’ interests in speaking skillfully and stylistically correct.

To understand the materials of the lesson well, to keep them in mind,learners must do their best to perceive them with great attention, memorize the language material. That’s why the teacher has to observe learners’ attention throughout the lesson,preventing the occurrence of attention divergence.Consequently, lessons are to be interesting, attractive, emotional and quite clear.

In the formation of learners’ speech skills, an individual expresses his idea through one of the psychics and cognitive phenomenon – perception with the help of language. Because such complicated, psychic processes as thinking and imagination are developed due to sensation and perception. Person can’t remember things without seeing it. That’s why, memory. Without naming the object one can’t understand it. That’s why perceptionis of great importance in the course of acquiring speech skills. Learners’ logical thinking is closely connected with memorizing abilities. According toQ.Zharykbaev: “Perception is brain layer’s complicated analysis and synthesis function outcome” [3, 51]

Realization of such psychological function is closely connected with intuition. Intuition is defined in science as: “Outer world objects and phenomenon peculiar qualities directly influence on the organs of sense. Such kind of images emerged in the brain are called intuition” [3, 37]

People can differentiate colors, features, tastes, smells etc. of different things from extra world through instinct. Man’s instinctive ability is considered as a sensitive one. So, in the course of teaching, learners’ sensitiveness also plays an important role. Through visual aid materials seeinglearners can remember things and understand problems well. Learners observing abilities are also of great importance. The teacher must develop the learners’ abilities of recognizing things, differentiating of one phenomena or objects from the others. According to psychologists, observation is a perception of certain and object and phenomena on purpose. Keenness observation will lead learners to differentiate and understand the peculiarities of the observed phenomenon and objects by themselves, to find out differences and connections. Learners can speak and write their own attitudes towards the things and phenomena after their own observations and investigations.

From the psychological view point thinking is of great significance in the course of learning language. Actually, thinking is necessary not only when we learn languages, study or get knowledge. Thinking is known as a phenomenon which is peculiar only to humanity. Speaking and thinking are the most important qualities, it is peculiar of humanity. Scholar M.T.Romanenko wrote: “Thinking is the most complex process of man’s psychic activities directed to cognition and reflection of reality”[5, 108].

As thinking is the main way of human beings world cognition nature, it plays an important role in educating, studying and learning language. So, thinking is multilateral and connected with every human activity.

Languages learnerscomprehend the lesson materials through thinking and keep them in their mind andapply it necessarily. They arecan make conclusions due to thinking. While thinking they undergothe stages of comparison, generalization, concretization, systematization. For example, understanding the meanings of languages units, comparison, defining their concrete functions and differentiating them mastering their application and other activities are carried out with the help of thinking.

Scholar V.N.Krysenko defined the main peculiarities of thinking:

1. Thinking is based on previous experience of a man;

2. Thinking is based on person’s knowledge of social life and nature;

3. Thinking considers general connections between phenomena;

4. Thinking- is reflection of objects, phenomena – relations in the form of words;

5. Person’s thinking is closely connected with his own experience [6, 82-83].

In learning language, learners useall contents of these peculiarities of thinking. Of course, thinking is connected with words. Consequently, teaching process should be emotional and interesting. Therefore, methodology of teaching language is based on the following psychological principles:

-lessons should be interesting;

- learners should be brought up to feel the necessity of knowledge;

- tempo and rhythm of the lesson should be on the proper level, they are not to be slow or quick. If the procedure of lesson is organized properly, a teacher’s and learners activities will achieve the required results of lesson.

In this case it is obvious that the teaching methodology is guided by psychological regularities. Special attention is paid in the above mentioned extract from methodology to the factors which can effect to the learners’ feelings.

In this regard we are faced with the problem which type of the above mentioned feelings the most favorable forlearners. Here, we can say that if the teaching material is not attractive and interesting enough or boring and tiring, and the learners don’t like or don’t understand the lesson, the lesson will not achieve any results. It is well known that how the lesson is attractive and interesting, so it will have good results. Thus, the lesson will have good results for the learners if it is organized well from the methodological, psychological point of view.

Thus, the teacher should use all the available methods properly to strengthen learners aspiration for learning languages. To teach the learners to be active, positive and effective in gaining knowledge. For example, to teach to learn more, to believe in himself that he is able to acquire more, also to teach learners to be friendly, to love his motherland, nation and nature and other positive feelings should be developed through the lessons.

When we work with people, human psychics exist there. We should use the positive sides of human emotions of the language learners in the development of their speech skills.

All types of psychic activities operate in the course of communication with people. It is necessary to use them properly in the process of teaching learners to speak.

References:

1 General psychology. Edited byacademician ARS SSSR A.V.Petrovsky. – 1986. – 463 p.

2. P.I.Ivanov. General Psychology. – М., 1967. – 543 p.

3. K. Zharykbayev. Psychology. – Almaty, 1962. 173 p.

4. Psychology. Textbook for economic universities Moscow-Kharkov-Minsk., 2000.– 671 p.

5. Gromkova M.T. Psychology and pedagogy of professional activities. – M., 2003. – 415 p.

6. Krysenko V.G. Psychology and pedagogy Course of lectures. – М., 2004. – 336 p.