ACADEMIC RESEARCH IN MODERN SCIENCE
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PSYCHOLOGICAL SHIFTS IN UNIVERSITY STUDENTS WHEN THE
TARGET LANGUAGE BECOMES THE MEDIUM OF INSTRUCTION
Mamadjanova Zukhra Bakhromdjanovna
The teacher of English language at Turan International University.
Uzbekistan, Namangan.
https://doi.org/10.5281/zenodo.13995570
Abstract.
The article examines psychological changes in university students
when the language being studied becomes a means of instruction. Pedagogical
conditions for productive and effective study of a foreign language by students
at a university are determined, and aspects of solving this issue are identified.
Keywords
: successful learning, productive learning, generalized method,
competent approach, student
A huge number of students make efforts to continue their education in the
language vertical, starting to study foreign languages in adulthood at a
university. This is due to the deep international processes of liberalization of
society, expansion of international trade and opportunities for cooperation with
foreign partners in the field of economics, politics, culture and growth of
tourism. However, it is students who experience increased difficulties in
learning a foreign language, which is mainly due to the existing ineffective
previous experience of studying a foreign language and high requirements for
the duration of study. Hence the need to determine the pedagogical conditions
for effective study of a foreign language at a university. A successful solution to
this problem is due to at least two aspects:
According to psychologists, with age, logical memory improves compared to
mechanical memory, but short-term memory becomes worse. A positive factor is
the interconnectedness and coordination of functions, which can compensate for
individual deficiencies. For example, developed logical thinking, accumulated
experience, the ability to draw conclusions and sums of presented knowledge
will help to replenish the volume of short-term memory. Linguistic experience is
a set of all knowledge of a linguistic nature, both in the native language and in
Theoretical study of the
specific features of student
learning and formation on
the basis of this principle,
the practical application of
which will become a
condition for the successful
teaching of adults a foreign
language at a university
selection of scientifically
based methods of teaching
foreign languages to
students in the context of
additional education
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foreign languages. Experience can have both a positive and negative impact on
the effectiveness of learning. Insufficient vocabulary in the native language,
especially in the professional field, will complicate the understanding and
successful acquisition of lexical and grammatical constructions. Motivation is of
particular importance in teaching students, which is expressed in motivating a
person to act, in mobilizing his inner energy, in the direction of his actions and
deeds. There is no doubt that teaching students at a university requires a
specific organization of the educational process and special forms of pedagogical
and andragogical communication. The learner's requirements and demands for
the effectiveness of the educational process are very high, and they are caused
not only by immediate personal and professional motives, interests and needs,
but also by the fact that a specialist is inclined to measure the effectiveness of his
professional activity with the effectiveness of the educational process. Working
with an adult audience consisting of highly qualified specialists requires
attention to the personality of each learner, taking into account his social role in
life and society. Properly organized pedagogical communication allows
intensifying the educational process and increasing the speech activity of
learners. To create optimal conditions for linguistic and psychological comfort in
the learning process, one should strive for natural informal communication,
which is characterized by friendly participation, emotional responsiveness and
attention to the interlocutor. The tone of the address should be extremely
benevolent, trusting, interested in students.
One of the factors of intensification in these methods is the principle of
communicativeness, which involves creating real communicative activity
situations in the classroom, during which the necessary language tools are
unintentionally acquired. This predetermined the need to master all types of
speech activity: speaking and listening comprehension, as well as reading and
writing, and correctly built-in pronunciation. The main task of the method of
teaching a foreign language to students is to master a foreign language as a
means of communication and a means of cognition under a strict time limit. This
requires a minimum of vocabulary and language material in general, which the
student must master for his full participation as an individual in the
communication process. The selection of vocabulary material for the course of
teaching students a language occurs according to the frequency-thematic
principle, their semantic value, and compatibility. As for the grammatical
phenomena of the language, they are all reflected in the course of study. In
working with students, the cognitive-communicative method, that is, teaching
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through cognition, comprehension, and understanding of the language system,
fully justifies itself. Pure imitation and reproduction can give positive results
only at the initial stage. The most fully meet the declared goals such methods.
Which are based on a personality-oriented approach. The currently practiced
personality-oriented technologies include: learning in cooperation, the project
method, the "student portfolio", Internet technologies, that is, we are talking
about the formation of a generalized method of mastering foreign language
speech activity, which today is called the "competence approach". This means
the formation of various competencies: not only the transfer of a certain amount
of knowledge, but the formation of an opinion, attitude, as well as the ability and
desire to further improve. Which is especially important when teaching adult-
students: For the described category of students, knowledge of a foreign
language does not seem sufficient for several hours of classroom lessons, while
we know that the personal qualities of each of these students formed by a
certain age form a special form of perception of foreign language educational
material included in the classroom. Effective and comprehensive teaching of a
foreign language to students is possible only when adult students independently
practice the studied material, making up for the lack of foreign language
practice, demonstrating a desire for self-improvement. Due attention should be
paid to such interdisciplinary concepts as "attention", "memory" and "thinking",
which acquire a specific coloring when teaching adults, because these categories
determine the foreign language educational process. Some scientists,
considering this concept in pedagogy and methodology of teaching languages,
describe it as the ability of students to concentrate on a specific object in the
process of studying this object, given that this process is aimed at a more
accurate and complete mastery of the material. According to many leading world
andrologists, university students have a number of differences from
schoolchildren. The main ones are as follows:
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In the framework of the methodology of teaching foreign languages, it makes
sense to consider language andragogy, which is a section of the methodology
aimed at studying various ways of effectively managing the process of formation
and development of foreign language communicative competence in university
students, and this causes psychological changes when the studied language
becomes a means of teaching. Hence the following feature follows, which is that
students are able to consciously choose to continue their education at a given
age. Psychological and physiological characteristics include self-awareness, self-
regulation, self-correction and economic independence, knowledge of rights and
laws in society, the formation of a system of morality and ethics. They are also
distinguished from younger age groups of students by the presence of
experience in everyday, social and professional spheres of life.
References:
1.
Valiev N.N. (2024). Psychological features of learning a foreign language
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2.
Kamilova N. The problem of proficiency and mastery of language in the
linguistic aspect // Foreign languages in higher education. - Issue. 10. - M .:
Higher. school, 2022. - Pp. 5-13.
A student is aware of himself as an
independent, self-governing person and has
extensive life experience (including
educational or scientific);
Has a high specific initial and material
motivation for learning, which is due to the
opportunity to solve his professional problems
with the help of educational activities;
A student always strives for immediate practical
application of the acquired skills, knowledge
and abilities in everyday and professional life;
A student always makes increased and high-
quality demands on the specifics and results of
learning.
ACADEMIC RESEARCH IN MODERN SCIENCE
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3.
Berkutov D. On the functions of the sense of language in solving students'
semantic-syntactic problems in the aspect // Questions of Psychology. - 1923. -
No. 1. - Pp. 170-178.
