LEARNING A
SECOND LANGUAGE
Nyyazbekova K. S.,
PhD, Associate Professor
Abai KazNPU
Republic
of Kazakhstan
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 outward ones
which are closely connected with each other, and 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 and cognition 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\her experience 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 importance while teaching learners to speak Kazakh. Only
a teacher can form all these qualities of memory to learners. To understand the
meaning 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 available in 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 promotes proper understanding. And to find ways of attracting
learners’ attention to his classes are a teacher’s duty. It mainly depends on
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 perception is of
great importance in the course of acquiring speech skills. Learners’ logical
thinking is closely connected with memorizing abilities. According to
Q.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 seeing learners 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 learners
comprehend the lesson materials through thinking and keep them in their mind
and apply it necessarily. They are can make conclusions due to thinking. While
thinking they undergo the 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:
·
Thinking is based on previous experience of a man;
·
Thinking is based on person’s knowledge of social life and nature;
·
Thinking considers general connections between phenomena;
·
Thinking – is reflection of objects, phenomena – relations in the form
of words;
·
Person’s thinking is closely connected with his own experience [6,
82- 83].
In learning language, learners use all 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 problems which type of the above mentioned feelings the most favorable
for learners. 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 learner’s 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 by academician ARS SSSR A.V.Petrovsky. –
1986. 463 p.
2. P.I.Ivanov. General Psychology.
– Ì., 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. – Ì., 2003. – 415 p.
6. Krysenko V.G. Psychology and pedagogy. Course of lectures. – Ì., 2004. – 336
p.