Nonlinguistic specialties students’ psychological barriers that arise during English classes and some ways of overcoming them
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 2
Abstract
The article is devoted to the review of the main psychological barriers that arise during the study of English with nonlinguistic specialties students and possible ways of overcoming them. The main approaches to the definition of psychological barriers are given: obstacles which do not let a person be adopted to new environmental factors; 2) an internal obstacle of the psychological nature that interferes with the successful performance of certain activities. It is established that psychological barriers may also arise due to the negative attitude or discrepancy of the interests of students to the requirements of the situation. The basic components of psychological barriers (experiences related to the motivation for learning activities, assessment, achievement of the goal of educational activity, emotional reactions to the situation of achievement of the goal) are determined. The main psychological barriers that arise during the study of a foreign language (informational, linguistic, evaluation, intercultural) are presented. It is established that information barriers consist of inappropriate level of educational material and inconsistency of studying materials to the language level of students, illogical construction of course content or information overload. The language barrier arises from the previous negative experience of studying a foreign language, when a student was unable to achieve the goal set by the teacher. The assessment barrier arises when the student believes that the teacher underestimates student’s grades compared to the group mates. An intercultural barrier arises when communicating with representatives of other cultures. The ways of overcoming psychological barriers (creation of positive motivation for language learning, creation of a friendly atmosphere during English classes, explanation of assessment criteria and analysis of students’ mistakes, organization of meetings with native speakers) are suggested.
Authors and Affiliations
О. В. Іваніга
Keywords
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