УДК 119.9:251.763.1

PSYCHOLOGICAL FEATURES OF ACQUISITION OF FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

Zhubanazarova N.S. – The candidate of psychological Sciences, associate professor, faculty of Philosophy and Political Science, al-Farabi Kazakh National University; Zhubanazarova@mail.ru

Sadikova N.M.- The candidate of psychological Sciences, associate professor, faculty of Philosophy and Political Science, al-Farabi Kazakh National University; sadikova.nazira@mail.ru

Zh.К. Shulenbaeva **- Master degree of Psychology Department, Almaty University; Shulenbaeva@mail.ru

A.A. Liasova- Senior Lecturer faculty of Philosophy and Political Science, al-Farabi Kazakh National University;

G. Borbasova - Senior Lecturer faculty of Philosophy and Political Science, al-Farabi Kazakh National University;

Abstract: The process of teaching a foreign language is a certain type of mental activity of a learner. Therefore, a foreign language teacher and a methodologist must have a certain psychological knowledge.

Key words: action motif, an activity idea.

Аннотация: Процесс преподавания иностранного языка является определенный тип умственной деятельности ученика. Таким образом учитель иностранного языка и методиста должны иметь определенные психологические знания.

Ключевые слова: мотив действий, идея деятельности.

There is a problem of learning a foreign language for specific purposes in the universitieson the basis of the trilingual policy of our country. The third part of the "trilingual" policy is learning Englishlanguage. It is no secret today that learning English means following the flow of the global information and innovation. Therefore, currentlyin the country's universities,colleges, and schools foreign language is learned not only by language professionals, but also non-linguistic specialists have to learn it on the same level oftheir professional education. The frameworkof this article is considering the psychological aspects of learning a foreign language and further improvement of the acquisition of foreign language for specific purposes. And while learning any discipline we need to review and pay attention to psychological impact.

The process of teaching a foreign language is a certain type of mental activity of a learner. Therefore, a foreign language teacher and a methodologist must have a certain psychological knowledge.General psychology provides psychological as well as physiological development.As nowadays one of the main objectives of the teaching is to accustom the speaking skills in foreign language and understanding text in a foreign language without dictionaries teachers and methodologists must have a certain knowledge in the field of speech psychology.

The basis of Ushinsky’s psychological viewpoints is the study of foreign language teaching methodology "public body" and the theory of improving memory. Ushinsky was against the bilingual culture of children from wealthy families of his time, because according to him human development can be put into effect only by native language which is the foundation of vernacular culture and the image of nation mind.Therefore, one of the main objectives of foreign language teaching is to introduce the language literature, then mental gymnastics, and also if it is possible to use the language being studied in practice. Ushinsky considered a native language as a companion in the process education of agents who form citizen and national culture.

Basically, Ushinsky was one of the opponentsin acquiring several languages at the same. According to him, one should take to learn a second language only after fully acquiring one language.

Ushinsky supported stage-wise development of memory, namely mechanical, moral and then spiritual. Foremost, any knowledge must feed the first, and then second and third ones.

Ushinsky believed thatforeign language acquisition should be based on mechanical memory which sees the associations between native and foreign language as a system.Remembering foreign words by associations must be developed by remembering different feelings and illustrations.Learning to pronounce foreign words through imitation can be explained by the need of speech organs to adapt to the peculiarities of target language.

Consciously rememberingin foreign language learning is based on the comparison of various norms of native language and foreign language. This is primarily determined by the nature of mind, Ushinsky thought comparison is the main characteristic of the consciousness. There is a need to study all aspects of the language by comparison. Comparison of foreign language with native language contributes to broader understanding and good acquisition of the language.

However, in order to complete mastery of a foreign language following Ushinsky’s suggestions it is necessary to know the features of spiritual culture and peculiarities of consciousness of the nation. However, Ushinsky said that foreign language can not leadstudentsto the heights of spiritual culture just as native language [1. 85 б.].

The aim of the teaching of foreign languages is not within the competence of psychology. It is described by general objectives of education and pedagogydepending on the needs of the state requirements. However, knowingthese goals and objectives is important for psychology, because they determine the content of the course (program) and the amount of knowledge and skills students receive in the study of a foreign language. This psychological analysis of the process of learning the knowledge and skills of students is an important task of the psychology of teaching foreign languages.

There are at least three major issues of the psychology of teaching foreign languages:

First, general psychological analysis of didactic principles which are the basis of theeducationaland pedagogical work inforeign language lessons. Psychologists need to open up inherent forms which reveal the features like imitation and conscious analysis by students in a foreign languageclassroom; obedience to authority and creative initiative; particular features such as understandingthe abilities, needs, ideals, and responsibilities. Professor V.A.Artemov studied this difficult and responsible question successfully for decades.

Secondly, psychological analysis of skills and knowledge which students should master inforeign language learning. Accordingly, two important tasksare formed. First, we must determine the real possibilities of students to fulfil the school requirements. It is important to determine the true potential of students and we have to save them from "minimalism" and "maximalism" instudying a foreign language. "Minimalism" appeared in the process of student’s thinkingabout health reduces the amount of their knowledge and skills in learning a foreign language. And the "maximalism" of requirements of the students only gives an official status to an existing knowledge and skills of students and leads to their instability.

The second objective of psychology of this field is to determine the psychological characteristics and patterns of foreign language learning process. Foreign language skills and capabilities have general and specific psychological features. In accordance with this the oral and written skills should be noted. As it is known, skills in foreign language and native language learningmay be similar or may differ.

The third field of psychology of learning a foreign language is the mental features of students in the educational process which are determined by specific nature of foreign language. This mental features must be defined bycomparing and linking to the native language. They are determined by the features of languages being compared[2. 41-46.].

Mother tongue is factual consciousness forhuman. Allpractical action of human consciousness is closely related to the native language. Human being discovers the world; expresses feelings and impacts the people surrounding him through mother tongue. Mother tongue is "our mind determined by voices". The development of the native language and the development of each human consciousness are inseparable processes.

Learning a foreign language leads to a profound psychological changes in the mind of a learner. Foreign language creates new conditions to facilitate the process of the development of learning mother tongue consciously and unconsciously. The contrast principle is one of the main regularities of our mind, that is, phenomena and objects which are different from those surrounding us are relatively easily perceived. If a person speaks only one language, it is difficult to analyze it reasonably, because he does not know the language which coordinates the other.

Native language has a positive impact on learning a foreign language. In psychology such a positive impact is called transfer. In our field we can name the following situations of transfer fromnative language to foreign language: a) saying the individual sounds and words; b) reading and writing skills and abilities; c) knowledge of grammar and grammar analysis and synthesis. These facts help to assist the learning of foreign languages in their native language.

However, sometimes native and foreign languageinterfere with each other. This interference is determined on the basis of the negative impact of one language on another. Interference phenomena are shown in speaking, using a dictionary,as well asin the field of grammar and style. Example of lexical interference is "false friends" which is a word that is often confused with a word in another language with a different meaning because the two words look or sound similar. In addition, "false friends" of the native language have a greater impact because we remember the content and meaning of native language words for a longer time. The second example of interference is using native language grammar rules in writing the words of a foreign language. According to the experiment of B.V. Belyaev and his son Slavik if the teacher can explain this problemto student properlythen the interference problem will be completely solved. Therefore, teaching foreign language should start in the fifth gradewhen students’ native language knowledge is deeply rooted. This case can also be seen in the study of reading and writing: for foreign language teachers teaching students to read and writewill be easier than for teachers teaching reading and writing in native language at primary school [1, 94, p.].

Thus, what's the differencebetween the native and foreign language teaching? The first difference is that children learn their native languagethrough imitation, as for foreign language they start to learn itin a conscious way.

The second difference is that in native language learning there is no need for language mediator, but in foreign language learning mother tongueplays the role of such a mediator. Students study the foreign languagebased on the native language.

Foreign language as an academic discipline is a tool for teaching the language and purpose. Students up to a certain period of time learn language toolsmuch easier which are the purpose of teaching,learn different types of speech actions, and then to learn more complex language tools they use it as a teaching tool.

Following peculiarity of this subject compared with other disciplines does not give any knowledge about the reality, because the language is a tool of view of thoughts and lifeabout the world.

Discipline’s peculiarity is in his "infiniteness", it is impossible to know the language fully, because learning material is limited by the program [3. 32 p.]. N.D. Galskova considers foreign language not as an academic discipline, but as an "educational discipline" which has a great potential and can make a significant contribution to human development as an individual [4.12 б.].

An important feature of the foreign language teaching as a discipline is its being diverse. Considering the aspects of language phenomena we know that speech activities make the basementand it’s the main object of teaching a foreign language.

N.D. Galskova points out the establishment of two-way connection between the initiative of acquiring the specific knowledge and successof language learning of a student while learning the materials of foreign language for specific purposes considering the foreign language as a developmentaltool of a future professional [4. 4 p.]. She accepts foreign language as an effective toolof professional and social trends in non-language higher education institution.According to the author for the implementation of given the potential the following conditions must be met:

- Exact conclusion of the purpose of act of speaking other language;

-This is professional and social direction of speech activities;

- Satisfaction of students in solvingpersonal tasks;

- Formation of the ability of students to solvepersonal tasks in a creative way;

- Positive psychological climate in the educational collective.

P. I. Obraztsovlaid the groundwork for teaching foreign language for specific purposesin non-language higher education institution. The author pointed out that learning a foreign languageis a tool for development of a level of erudition and education, but not a goal.In his opinion the major features of the specialties should take into account the following directions: work with specific texts, the study of specific articles for the development of oral language,learning minimum dictionary in accordance with a profession,making educational tools with teachers in order for students to facilitate theirgrammatical and lexical materials [5. 15 p.]. The issue of professional language training for non-language universities is described byits multidimensionality. In scientific and scientific-methodological literature ofhigher professional educationalsystema foreign language as an academic discipline is determined by the different position of the authors: foreign language as a means of communication in a higher education institution(I.L.Bim,N.N. Gueuze, I.A. Zimnyaya) the issue of the formation of the communication skills through foreign language (V.L. Kuzovlev, V.G. Kostomarov, A.A. Leontiev, E.I.Pasov), the formation of a professional orientation (L.Sh. Gegechgory, N.I. Gueuze, V.V. Davydov, B.K. Yesipovich, R.P. Milrood), communicative orientation inforeign language teaching (I.L. Bim, A.N. Leontiev, E.I.Passov, G.V. Rogova).

Aim offoreign language teachingin non-language higher education institution the language is to achieve a practicalsufficient level of the possibility of usinga foreign language in the future professional activity. If foreign language is a special discipline in higher languageeducation institution, then other higher education institutionis the base of common culture in use, so non-language higher education institutiondoes require the formation of the lastaim. Practical learning of a foreign language is just one side of disciplines for specific purposes. According to A.A.Rybkina, foreign language is not only an object of acquisition, but also a tool ofdevelopmentof the professional ability. It presumesthe expansion of the concept of learning a foreign language for specific purposes which is the part of the content of teaching material for specific purposes.

Professional training considers professional direction not onlyby the content of the training material, but as well as bythe activities which consist of methods and operations and which form a professional ability. Professional directionof actions, first of all, requires the integrationof the core subjectsand "foreign language" discipline; secondly, teacher of foreign language is obliged to teach students to use a foreign languageon the basis of interdisciplinary relations as a means of supplementof their professionalknowledge in a systematic way and also developmentof their professional skills and abilities; thirdly,it is expected to use types and methods of skillful teaching tobe able to provide the necessary needsto formthe professional abilities and skills of the future specialist [5.39 б.].

According to Galskova foreign language teaching content should include the following:

- The area of communicative action, topics and situations, speech behavior and speech materialsthat take into account the student's professional orientation;

-Language materials(phonetical, lexical, grammatical and spelling), to base on its preparation and skills;

- Special complex (language) skills as a means of communication tooland moreover which describe the complete acquisition of foreign language in intercultural situations;

-Realia of the statelanguage being studied(a real thing) and includes education system of national and cultural features [2.17.].

Non-language higher education institution requires a new direction in the selection of the content of teaching a new foreign language for specific purposes. Itshould be focused on the latest developments of human action, it should take placein the areas that includeindirectlyprofessional interests of students and which enablethem to grow professionally.

Therefore, learning a foreign language for specific purposesprovides learning the content of professional knowledgeand skills and abilities.

Learning a foreign language and using it in practice requires a permanent and significant willpower. And the mother tongue is learnedwith no effort and used in practice as new skills. Thus, the strong willis a basic requirementin learning foreign language and the duration of the process of learning a language also affects it to a certain point.The experience of teaching a foreign language shows that in order to master a language learner needs to study it in a systematic and regular basis, because it requires hard work and patience from human. Solving this problem successfullyis closely related to teacher’s conscious work who takes into account the psychologicaldata.

References:

1. ArtemovV.А. Psychology of teaching foreign languages. M.: Education, 1969. 279 b.

2. Zhubanazarova N.S. The experimental study of individual`s accentual character - International Journal of Psychology - 31st International Congress of Psychology, 24–29 July 2016, Yokohama, Japan Volume 51, Issue S1, July 2016, Pages: 67–81

3. Psychology and methodology of foreign language teaching, /ed. V.А. Artemov, I.V. Karpov, I.V. Rakhmanov. М.: Uchpedgiz, 1947. 247 b.

4. Rybkina А.А. Pedagogical conditions in developing skills of students educational establishments of MIA in the process of learning a foreign language. Saratov: Saratov. legal. Institute of the Russian Ministry of Internal Affairs, 2005. 152 b.

5. Galskova N.D. Modern methods of teaching foreign languages: teacher Posobiedlja. М: ARKTI-Glossa, 2000. 165 b.

6. ObraztsovP.I., Akhulkovа А.I., Chernichenko О.F. Design and construction of professionally-oriented technology training. Eagle, 2005. 61 b.