Psychological Research of the Ability to Foreign Languages Acquisition

• Kozlovska, Ganna ^[1] ; Furman, Anatolii ^[3] ; Kolesnichenko, Natalia ^[2] ; Kharchenko, Nadiia ^[4] ; Halatsyn, Kateryna ^[5] ; Matorina, Natalia ^[6]
  1. [1] Sumy State University

     Sumy State University

     Ucrania

     
  2. [2] National University

     National University

     Estados Unidos

     
  3. [3] Theory and Methods of Practical Psychology Department, South Ukrainian National Pedagogical University named K.D. Ushynskyі
  4. [4] Psychology Department, Pavel Tychyna Uman State Pedagogical University
  5. [5] English for Engineering №2 Department, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”
  6. [6] Germanic and Slavonic Linguistics Department, Donbas State Teachers’ Training University

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• Localización: Estudios de economía aplicada, ISSN 1133-3197, ISSN-e 1697-5731, Vol. 39, Nº Extra 5, 2021 (Ejemplar dedicado a: Special Issue Innovation in the Economy and Society of the Digital Age)
• Idioma: inglés
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• Resumen

  • Along with psychological approaches and concepts of teaching foreign languages, concepts of mastering a foreign language, built on the ideas of appropriation and interpretation of a foreign language linguistic experience, have spread in psychological science. While not being opposed to theories of teaching foreign languages, these concepts and approaches, however, have some differences from them, which also require analysis and interpretation. To avoid misunderstandings in the use of the most general concepts from the field of psychology of mastering foreign languages, in their study the authors clarify them, guided by the literary materials that make up its scientific paradigm. The authors analysed the use of non-standard techniques to facilitate the acquisition of foreign languages.In their research, the authors tested the hypothesis that in the conditions of personality-oriented dialogical teaching of a foreign language, personal characteristics that complicate foreign language communication are significantly optimised. As a result of the experimental work, the hypothesis was confirmed; still, in an even more strengthened form: the significant connection between the motivation of learning and the level of development of abilities for languages is fundamentally destroyed. In other words, in the conditions of student-centred learning, insufficient development of potential language abilities ceases to be a factor that negatively affects the motivation of learning.