9Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
EXPLORING THE ROLE OF PSYCHOLOGY IN ACQUIRING A FOREIGN
LANGUAGE
Muqaddas Jumayeva
Mirzo Ulug'bek nomidagi O'zbekiston Milliy universiteti Xorijiy filologiya fakulteti Xorijiy til va adabiyoti kafedrasi stajyor o'qituvchisi Email: imiqaddasiumayeva2 @ gmail .com
ABSTRACT
This article delves into the intersection of psychology and foreign language acquisition, examining the crucial role that psychological factors play in the language learning process. Drawing from theories and research in psychology, this exploration sheds light on the cognitive, motivational, and affective dimensions that influence how individuals acquire and master a foreign language. It also provides a foundational exploration of the intricate relationship between psychology and foreign language acquisition, offering insights into the cognitive, motivational, and affective dimensions that shape learners' language learning experiences. It serves as a valuable resource for educators, researchers, and language learners interested in understanding the psychological dynamics of acquiring a foreign language and optimizing the language learning process.
Keywords: psychology, foreign language acquisition, cognitive factors, motivation, affective factors, language learning process.
There are several factors while an individual is learning a foreign language:
1. Cognitive Factors: The annotation delves into the cognitive mechanisms involved in foreign language acquisition, such as memory, attention, and problemsolving skills. It explores how cognitive processes like perception, comprehension, and production impact language learning and how psychological theories help understand these cognitive functions in the context of acquiring a foreign language.
2. Motivation and Language Learning: The role of motivation in foreign language acquisition is a key focus of this exploration. It delves into how psychological theories of motivation, goal-setting, and self-efficacy influence learners' language learning outcomes and persistence in mastering a foreign language.
3. Affective Factors and Language Learning: The annotation examines the emotional and affective dimensions of language learning, exploring how psychological factors such as anxiety, self-confidence, and attitude towards the target
674
Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
qdaVatpdagog
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
■
language impact learners' success and proficiency in acquiring a foreign language. It discusses how emotions and affective states can both facilitate and hinder language learning progress.
4. Psychological Theories and Language Acquisition: The annotation delves into prominent psychological theories that offer insights into foreign language acquisition. It explores how theories like social learning theory, information processing theory, and cognitive load theory provide a framework for understanding the psychological underpinnings of language learning and how educators can leverage these theories to enhance language instruction and optimize learning outcomes.
5. Implications for Language Teaching: The annotation discusses the practical implications of psychological research in language teaching methodologies. It explores how understanding the psychological factors at play in language acquisition can inform instructional practices, curriculum design, and learner support strategies to create more effective and engaging language learning experiences. [1;23]
Scientists estimate that there are more than three thousand languages in the world. Languages are territorially divided into world languages and territorial languages. Regional languages are only those spoken by people in a particular region. The languages of the world are spoken by most peoples of the world.
In the history of world linguistics, it can be observed that diverse and divergent approaches to the phenomenon of language have arisen. At the present stage of the development of linguistics, the study of linguistic units from an anthropocentric point of view is considered one of the most priority areas. This is due to the fact that the person who was the speaker and the listener, the subjects of the speech activity, was ignored by the researchers. Speech activity was discussed without a speaker and an audience. However, no language can be properly and fully learned by separating it from the "language holder". In world linguistics, the study of the language system in a person-related way has been manifested mainly in research on linguopragmatics, psycholinguistics, cognitive linguistics, sociolinguistics, linguoculturology. [2;34]
The psychology of learning a language is an interdisciplinary field that combines principles of linguistics, cognitive psychology, and neuroscience to understand how people acquire, process, and use language.
One key area of research is the role of input and interaction in language learning. Input refers to the language that learners are exposed to, while interaction refers to the opportunities learners have to use the language with others. Studies have shown that learners who receive more input and engage in more interaction tend to acquire language more quickly and effectively.
675
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrcMq^avlat^edagogika^niVii^^
Another area of research is the role of motivation and affect in language learning. Motivation refers to the drive or desire to learn a language, while affect refers to the emotional experiences associated with learning. Studies have shown that learners who are motivated and have positive affect tend to learn more effectively than those who are not.
Cognitive processes such as attention, memory, and processing speed also play a role in language learning. For example, learners must attend to relevant linguistic features, encode them into memory, and retrieve them when needed. Studies have shown that individual differences in these cognitive processes can affect language learning outcomes.
Neuroscience research has also contributed to our understanding of language learning. Neuroimaging studies have shown that different brain regions are involved in different aspects of language processing, such as phonological processing, syntactic processing, and semantic processing. These findings have implications for how language instruction should be designed to target specific aspects of language processing.
Overall, the psychology of learning a language is a rich and complex field that continues to evolve as researchers uncover new insights into how we learn, process, and use language.
In addition to the areas of research mentioned above, there are several theoretical frameworks that inform the psychology of learning a language. Here are a few:
1. The Input Hypothesis: This hypothesis, proposed by linguist Stephen Krashen, suggests that language acquisition occurs through exposure to comprehensible input that is slightly beyond the learner's current level of competence. According to this theory, learners acquire language subconsciously through exposure to meaningful and interesting language.
2. The Interactionist Approach: This approach emphasizes the role of social interaction in language learning. It suggests that language acquisition occurs through meaningful communication with others, where learners negotiate meaning and receive feedback on their language use. This theory emphasizes the importance of context and social interaction in language learning.
3. Cognitive Load Theory: This theory suggests that learning is most effective when the cognitive load (the amount of mental effort required to process information) is optimized. In language learning, this means that instruction should be designed to minimize extraneous cognitive load (such as irrelevant information) and maximize germane cognitive load (such as meaningful input).
April 23-24, 2024
https://cspu.uz/ International Scientific and Practical Conference
676
Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
qdaVatpdagog
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
m
4. The Dual Processing Model: This model suggests that there are two distinct systems involved in language processing: implicit and explicit. Implicit processing involves subconscious, automatic processing of language, while explicit processing involves conscious, deliberate processing of language. This theory suggests that both systems are important for language learning, but that implicit processing may be more important for acquiring fluency.[4;56]
These theoretical frameworks provide a foundation for understanding how language learning occurs and how it can be facilitated through effective instruction and practice.
Learning a foreign language can be a challenging but rewarding experience. Here are some tips to help you get started:
Set clear goals: Determine why you want to learn the language and set specific, achievable goals for yourself. This will help you stay motivated and focused. Immerse yourself in the language: Surround yourself with the language as much as possible. Watch movies or TV shows in the language, listen to music, read books, and try to speak with native speakers. Practice regularly: Consistency is key when learning a new language. Practice speaking, listening, reading, and writing in the language every day, even if it's just for a few minutes. Use a variety of resources: There are many resources available for language learners, including textbooks, online courses, apps, and language exchange programs. Use a combination of these resources to keep your learning varied and engaging. Focus on vocabulary and grammar: Vocabulary and grammar are the building blocks of any language. Make sure you spend time learning both and practicing them in context. Make mistakes: Don't be afraid to make mistakes when speaking the language. Making mistakes is a natural part of the learning process and can help you improve faster. Stay motivated: Learning a new language can be challenging, so it's important to stay motivated. Reward yourself for reaching milestones, find a study buddy, or join a language learning community to keep yourself motivated and accountable.
Exploring the role of psychology in acquiring a foreign language involves understanding how cognitive processes, motivation, and emotions influence language learning. Here are some theoretical perspectives that can help shed light on this topic: Cognitive Psychology: This perspective focuses on how the mind processes information and acquires new knowledge. In language learning, cognitive psychology can help us understand how memory, attention, and problem-solving skills play a role in acquiring a foreign language. For example, research has shown that certain memory strategies, such as spaced repetition and chunking, can enhance vocabulary retention.[5;21]
677
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiq^avlat^edagogikiiniVlilllill
Motivation Theory: Motivation is a key factor in language learning success. Self-determination theory posits that intrinsic motivation (motivation that comes from within) is more effective than extrinsic motivation (motivation from external rewards). Understanding learners' intrinsic motivations, such as a desire to communicate with others or a fascination with the culture of the target language, can help educators design more engaging and effective language learning experiences.
Affective Factors: Emotions play a significant role in language learning. The affective filter hypothesis suggests that negative emotions, such as anxiety or low self-esteem, can hinder language acquisition. On the other hand, positive emotions, such as curiosity and enthusiasm, can enhance learning outcomes. Educators can help learners manage their emotions by creating a supportive and encouraging learning environment.
Sociocultural Theory: This perspective emphasizes the social and cultural context of language learning. According to sociocultural theory, language acquisition is a social process that occurs through interaction with others. Learners benefit from meaningful communication opportunities, such as conversations with native speakers or collaborative learning activities. Cultural factors, such as attitudes towards language learning and cultural norms around communication, also influence language acquisition. [8;57]
By considering these theoretical perspectives, educators and learners can gain insights into the psychological processes that underlie language acquisition and develop more effective strategies for mastering a foreign language.
However, learning a language is a very complex process that requires us to urge us although there are variety of challenges ranging from cognitive to cultural hardships. As any language transfers its speakers' cultural diversity, someone who begins to learn one may have some hinders since some cultural concept may not be identical in other languages. On the other hand, any person who intends to acquire a language must learn any words and expressions in context, because some words may change their meaning according to context which is investigated by the name of contextual meaning.
REFERENCES
1 Antropova A.I. Pedagogical technologies in teaching English / A.I. Antropova.-2006.
2 Antropova A.I. One hundred questions for yourself and your student / A.I. Antropova. - M.: House of Pedagogy, 1996.
678
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
3 Galskova N.D. Modern methods of teaching foreign languages / N.D. Galskova. -M.: Arti-Glossa, 2000.
4 Gez N.I. Methods of teaching foreign languages in secondary school / N.I. Gez, M.V. Lyakhovitsky, A.A. Mirolyubov - M.: Higher School, 1982
5 Zimnyaya I.A. Psychology of teaching foreign languages at school / I.A. Winter. -M.: Education, 1991.
6 Kovalevsky M.T. Some ways to increase the effectiveness of training // M.T. Kovalevsky, - Institute of Nuclear Sciences, 1965, No. 1
7 Korneva L.P. Foreign languages at school / L.P. Korneva. - M.: Education, - 2006.
8 Maslyko E.A. Handbook for a foreign language teacher / E.A. Maslyko. - Mn.: Higher School, 2000
9 Mirolyubov A.A. Communicative method of teaching foreign language speaking / A.A. Mirolyubov. - M.: Education, 1991.
10Mirolyubov A.A. New directions in methods of teaching foreign languages / A.A. Mirolyubov, - 1979.
679
