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Статья поступила в редакцию 17.01.24
УДК 378.147
Timrieva N.V., teacher, Department of English Language and Professional Communication, Financial University under the Government of the Russian Federation
(Moscow, Russia), E-mail: nvtimrieva@fa.ru
PSYCHOLOGICAL FACTORS AFFECTING PERFORMANCE IN THE PROCESS OF ENGLISH LANGUAGE LEARNING. In fluency and understanding of foreign languages, speaking performance is an essential component. The primary purpose of any language is for the speaker to convey meaning to the listener, and for the listener to understand the message that the speaker is conveying. This is why language fluency, one's ability to convey information correctly and "let a language flow", is the indicator of success in foreign languages study. In learning or practicing situations in addition apart from a broad vocabulary human psychology plays an important/significant role - fluency depends on the speakers' confidence and understanding - our human psychology and intellectual ability. The research aims to identify common psychological factors impacting the English speaking performance for the English learners, particularly when communicating with native English speakers. For this research the author analyses the English language learning by students of a non-English medium tertiary institution. The results are revealing: Psychology indeed impacts most students' English speaking performance. Students believing that they have a strong English vocabulary and grammar, may communicate well during classes, yet when encountering native speakers, may feel insecure. This sense of insecurity lowers their speaking ability. The psychological driver, fear of error in a real situation and worry how they will be perceived by the listener, thus impacts their class-based learning. These emotions distract the speaker, and becomes self-fulfilling in awkward delivery. Like first rides on a bicycle, the novice forgets to peddle for momentum, worries about falling, with the self-fulfilling result that the bicycle starts to wobble. The author offers suggestions to support speakers to overcome their obstacles, towards greater fluency.
Key words: psychological factors, language barriers, speaking skills, stress, fear of failure, motivation, ineffective teaching
Н.В. Тимриееа, преп., Департамент английского языка и профессиональной коммуникации, Финансовый университет при Правительстве Российской
Федерации», г. Москва, E-mail: nvtimrieva@fa.ru
ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ, ВЛИЯЮЩИЕ НА РАЗГОВОРНЫЕ НАВЫКИ СТУДЕНТОВ ПРИ ИЗУЧЕНИИ АНГЛИЙСКОГО ЯЗЫКА
Важной составляющей свободного владения иностранными языками и их понимания является устная речь. Основная задача любого языка - донести информацию до слушателя, а слушатель должен понять смысл того, что передает говорящий. Именно поэтому свободное владение языком, умение правильно доносить информацию и «воспроизводить плавную речь» является показателем успеха в изучении иностранных языков. Таким образом, при обучении и практике в иностранном языке помимо обширности словарного запаса также большую роль играет психология человека - «беглость» зависит от уверенности говорящего и понимания им того, что он говорит. Настоящее исследование направлено на выявление распространенных психологических факторов, влияющих на речевые навыки изучающих английский язык, особенно при общении с носителями языка. Для данного исследования автор применил анализ изучения английского языка студентами неязыкового вуза. Результаты показывают, что психология действительно оказывает влияние на уровень владения английским языком большинства студентов. Студенты, которые считают, что они хорошо владеют лексикой и грамматикой английского языка, могут хорошо общаться на занятиях, тем не менее при общении с носителями языка могут чувствовать себя неуверенно. Это чувство неуверенности снижает их способность говорить на иностранном языке. Психологический фактор, страх ошибиться в реальной ситуации и беспокойство о том, как их воспримет слушатель, таким образом, влияет на их обучение в аудитории. Автор предлагает варианты, которые помогут преодолеть данные проблемы и повысить беглость речи.
Ключевые слова: психологические факторы, языковой барьер, разговорные навыки, стресс, боязнь ошибиться, мотивация, неэффективная методика преподавания
Introduction. In our era of digitalization and globalization, knowledge of foreign languages serves students well, it opens the door to various international career opportunities, enables an improved comprehension of international media, and strengthens message delivery during public discussions of international issues. English is the accepted universal second language for diplomacy & international relationship, science & technologies, business & commerce and even in our routine life. For travelling abroad we use English. Therefore, today the university graduates should not only demonstrate knowledge of a foreign language, but also have skills of using this language to communicate with their foreign colleagues, read special literature in this language, etc.
The relevance of the topic is conditioned by the fact that a large percentage of graduates of non-linguistic higher education institutions have poor speaking skills in a foreign language, especially when they communicate with native speakers. Speaking skill is a "keystone" in any foreign language teaching and learning process. Our ability to express our thoughts is reflected in our oral performance in a foreign language. And talking about students of non-linguistic higher education institutions, we must note that all new developments and scientific works are mainly in English, therefore it is obvious that in order to develop and keep track of the latest achievements and discoveries in various spheres, as well as in the exchange professional knowledge, the students need to constantly master their speaking skills. Most of the English learners usually measure their ability of the English language based on how well they can communicate with English native speakers.
Yet the problem is that in the Russian Federation English is taught as a foreign language, but when you learn English in a non-English speaking country, you have
fewer direct opportunities to improve their speaking, due to a lack of daily interactions with English speakers. Even if students believe that they know English at Pre-Interme-diate or Intermediate level, they have good skills in English vocabulary and grammar, and they really can speak in classroom, but they suddenly become insecure while communicating with native speakers, in natural setting. In other words, they struggle to speak well faced with a different context, and first-language speakers.
The aim of the present article is to analyze the most possible reasons of the above problem and suggest solutions to help students overcome their obstacles, towards greater fluency. Oral communication (speaking performance) is considered to be the most challenging skill for language learners due to its interactive nature.
To find out the reason of the said problem, the author of the present article used the process of the English language learning in a non-linguistic higher education institution - the author discussed with the students their failures in detail. The author's empirical findings showed that the main reason for such failures are psychological factors. Some students always showed increased level of anxiety when speaking English. Fear is at the root of most causes - students have fear of error in a real situation, they feel shy and hesitated due to lack of confidence while speaking English.
Anxiety (specifically the fear of error in a real situation or fear of imperfection) is the most significant hurdle to the English language learners' ability to communicate effectively. Since childhood students are taught that mistakes are bad and should be avoided. And they believe that the most effective way to avoid fiasco is to do nothing. It was also revealed that the level of students' anxiety was negatively associated with their speaking performance. In other words, a higher level of anxiety leads to poor
speaking performance. A more subtle factor is shyness. Students say that when they fail to speak accurate English in front of the class or interlocutor, they are worried to attract attention of others, and get negative feedback. This fear of embarrassment causes students to either make more blunders despite having a lot of knowledge in the field, or they remain completely silent, because it is extremely difficult to overcome the fear of being ridiculed because of a mistake. In their lack of self-confidence there is dissonance between the realization by the students that in theory they know a foreign language, but in practice they cannot apply the skills. And this particular factor prevents students from crossing the "language barrier".
The next factor is the fear of not understanding the interlocutor, especially an English native speaker. Very often this is in combination with the previous factor. The foreigners' speech differs from the listening exercises, merged speech, pace and accent make spontaneous understanding more challenging. This often happens if the students are not yet able to think in English and have to translate all the phrases into their native language in their head first. They further feel compelled to respond at the same pace as the English speaker, not allowing themselves the time to formulate their responses. The British author Freya Stark observed that good writing, and good speaking, is preceded by good thinking.
One more factor preventing the students to speak English well is the fear of incorrect accent. Correct pronunciation is important in speaking because inappropriate pronunciation can change meaning of words or phrases and can lead to misunderstanding.
Moreover, most of the students-English learners have weak motivation. For example, if teachers pick a topic that is inappropriate for students or about which they have no or limited knowledge, the students may simply claim that they are struggling to grasp the vocabulary and speak coherently. Students feel difficult to say something in English because they may have no idea what to say.
The author dares to suggest that the results of this research have significant theoretical and practical relevance - Teachers ought to include reality-based learning, and vary the atmosphere from serious to humorous in language learning curricula, to assist students in practicing to overcome their fear of mistakes, and to build their confidence. Analysing the findings of the research, our initial conclusions are: students are not able to communicate in foreign language not only due to the lack of grammar or vocabulary, but it is also a matter of psychology, their confidence, their beliefs in themselves, that is the most important factor. Therefore, the author believes that by overcoming the psychological problems, teachers will be able to help students to improve their speaking skills and succeed in foreign language learning (English language in our case).
The author has the honor to suggest possible solutions or approaches
which may help to overcome the problem unfolded in the present article. First of all, teacher can convey to students:
(1) to look at the situation differently. To focus on their objective, to understand and to communicate, and what that might give them - rather than to emphasize the level of difficulty;
(2) to stop worrying about what other people can say about their spoken English.
As the Russian proverb says: "It's not gods who make pots" [1]. And the same
meaning is found in the American proverb "Practice makes perfect" [2]. "The phrase originates in the mid 1500's in the American English language which was adopted from a Latin phrase.... "Use makes perfect" [3].
everyone makes mistakes. Mistakes are OK. "The only man who makes no mistakes is the man who never does anything. Do not be afraid to make mistakes providing you do not make the same one twice." Theodore Roosevelt [4]. Mistakes are how we learn.
"There's a bit of hidden magic in every mistake. The magic is called learning." Robert Kiyosaki [4]. "Failure is success if we learn from it." Malcolm Forbes [4]
(3) not to underestimate themselves. In fact, this advice should be number one, but giving this advice in the end, the author would like to summarize, because this item includes all the above advices.
Moreover, the author would like to note that curricula also plays a significant role in the learning process. Speaking in a foreign (second) language can be challenging and teaching methodology can affect speaking performance. For learners to develop their speaking and interests they need real-world circumstances and quick practice. Teachers should be adaptable in their techniques in order to get the best results for their students. Speaking activities and the task should be presented in an interesting way to engage the students. The author would like to suggest to use more various audio and video materials sounded by the English native speakers, that will help teacher to develop students' listening skills and improve pronunciation. Each language has its own rhythm, and its own musical sound. The stirring of a Russian song; the pace of an English poem - how we feel and what we find are closely related. When students feel comfortable, students are confident.
Topics may range from routine communication to specialized one. It is important to ensure that there is a link between students' specialization and the topics studied in English classes. In this case students will be aware of subjects and actively take part in discussions. Teachers need to use more audio/video material matching the vocabulary learned by students. Meanwhile, in order to reduce speaking anxiety and make students well-prepared during speaking activities, the objective of the learning must be stated by the teacher in the beginning. However, teacher's feedback on students' speaking task is crucial. It will motivate the students to carry on their speaking
tasks and improve their speaking skills. It also gives the insight to evaluate students' performance.
We also need to note that teachers need to explain students the grammar in a simple way, students should have clear understanding of grammar rules and how to use them; as for vocabulary, it is useful to learn not individual words, but phrases. For some students the natural phrases are easier way to remember or learn the vocabulary, grammar included. Moreover, it is a good idea to practice in writing assay on the video they have watched before. This helps students to develop not only listening, but understanding expressed in writing skills. These exercise may include new language tricks: How to speak clearly and how to write concisely. E.g. Students may feel compelled to provide elaborate answers, when short sentences are most effective. A.P. Chekhov was an advocate for brevity. As he told A.M. Gorky: "say it simply - when you say: The red-haired man looked around anxiously before sitting down on the wet grass with hesitation - you lose your audience. Just say: The man sat down on the grass" [5]. As an option, it may be discussed in class afterwards. Furthermore, various types of tests, even short ones, might boost students' motivation in specific ways. And finally, the most important is arrangement of students' communication with native speakers, it may be as a test for both, teacher and students. Such test may be not only test of students' knowledge, but also motivation in terms of English skills. And on each step teacher needs to remember about psychological aspect, it is needed to explain students that only leaning on their own mistakes can improve their skills and achieve the desired level. For the more, teacher should explain students that no one is perfect, perfection is impossible. Students should not have to always think of mistakes as negative things, but they should think of them as useful, they should learn from them. Teachers need to help students to breakdown the psychological barriers, and then students will feel more and more confident in using English to speak.
Conclusion. Based on the findings of the research, it can be concluded that not only lack of knowledge, but also psychological factors, such as anxiety, the fear of error in a real situation/fear of imperfection, fear of incorrect accent and weak motivation, feeling shy and lack of self-confidence, fear of not understanding the interlocutor, negatively affect students' acquisition of English language (any foreign language) speaking skills. It is understood that all these psychological factors hinder students from speaking not only English, but any other language as well. Based on the observation results, the author proposed some suggestions expected to be significant remedies to those who learn English as a foreign language in a non-English medium tertiary institution to overcome the problem. The author believes that psychology is the number one key to success for most students in their English speaking performance since most of them have really good level of English grammar and vocabulary.
Thus, the aim achieved in the present research poses a new challenging task for teachers of the English language (as a second one) in a non-linguistic higher education institution, that is development of effective teaching method helping to overcome the psychological problems which may arise during the process of communication in a foreign language. Based on research findings, it would be suggested that students are both tutored and tested, on their technical language skills, written language skills, and confidence of delivery in reality-based engagement.
Language literacy aspects or internal linguistics are insufficient to acquire foreign language, there are also some non-linguistic factors like teachers' strategies, psychological aspects, students' autonomy and technology integration that affect successful second language acquisition. Therefore, linguistic and nonlinguistic aspects should be included in the classroom activities. Moreover, this research serves also as a self-reflection of English teachers for their personal and professional development.
Herewith the author proposes to consider these factors while working on cur-ricular, include effective teaching approaches, teachers need to methodically and very politely try to change the student's attitude to mistakes while speaking foreign language. Speaking anxiety might not even require treatment, but it needs attention from the teacher's side to consider factors in the learning environment to properly address this complicated phenomenon. To widen foreign language speaking skills, student-centered learning must be applied instead of a teacher-centered one. It will give the students opportunities to practice their foreign language speaking in the classroom and improves their learner autonomy. By giving students opportunities for more exposure, the sign of speaking anxiety could be prevented. Frequent practices will ultimately diminish their speaking anxiety due to habit formation.
In other words, we need to motivate the students because motivation is closely linked to speaking performance and it is believed that higher perceived motivation will lead to better performance. Tailoring English learning to students' interests, may not only enable them to explore their interests in greater depth, but may also build their confidence, as they combine an interest which is already imbedded, with an additional ability. This would help them to solve their psychological problems that arise during their speaking in English language (any foreign language). However, the teacher's support and guidance are also necessary to facilitate learning. To achieve the ideal learning condition, various teaching approaches such as task-based language learning and project-based language learning could be implemented. These approaches support the development of learning autonomy and critical thinking through student-centered activities and subsequently will improve students' motivation and decrease their anxiety. But the most important thing to note is the atmosphere in classroom - positive emotions will improve learners' achievement in language learning. How we feel and what we find are closely related. When teachers know students' problems, they can
provide an appropriate atmosphere through lowering anxiety, developing students' self-confidence and finding what motivates them to learn. It's a good idea for teachers to arrange group discussions on topics which are of interest for students. It would be great to involve native speakers into this discussion. When students in classroom feel happy to learn English, they are motivated and feel comfortable to speak in English that will lead to their trust in their abilities and self-confidence. Consequently, it will be easier for students to improve their language learning and speaking performance.
Библиографический список / References
Acceptance and awareness of the main problematic aspects of teaching a foreign language (English) in a non-linguistic higher education institution, identified and formulated in the article as a result of the research, open a broad perspective for further research in this direction, that certainly means development of an upgraded methodology of foreign language teaching in non-language universities, creation of more effective learning materials and appropriate strategies including linguistic and nonlinguistic aspects. This complex approach will enable us to graduate students with excellent foreign language skills and ability to fluently communicate with native speakers.
1. "Master Russian" (Russian Proverbs and Sayings). Available at: http://masterrussian.com/proverbs/russian_proverbs_8.htm
2. Collection of Bruce Lee's Quotes. Available at: https://minimalistquotes.com/bruce-lee-quote-18585/
3. "The Idioms" Largest Idioms Dictionary. Available at: https://www.theidioms.com/practice-makes-perfect/
4. Collection of quotes - AZ Quotes. Available at: https://www.azquotes.com/quotes/topics/learning-from-mistakes.html
5. Anton Chekhov's correspondence. Epistolary: P.I. Tchaikovsky, L.S. Mizinova, I.N. Potapenko, T.L. Schepkina-Kupernik, L.A. Avilova, V.F. Komissarzhevskaya, A.I. Yuzhin, Vl.I. Nemirovich-Danchenko, K.S. Stanislavsky, O.L. Knipper-Chekhova, A.M. Gorky, I.A. Bunin, A.I. Kuprin, S.P. Dyagilev. Letter of A.P. Chekhov to A.M. Gorky from September, 3, 1899. Yalta, 1904. Available at: http://az.lib.ru/c/chehow_a_p/perepiska_tom2.shtml
Статья поступила в редакцию 10.01.24
УДК 378
Tsvetkova A.V., senior teacher, Department of English Language and Professional Communication, Financial University under the Government of the Russian
Federation, (Moscow, Russia), E-mail: AnVTsvetkova@fa.ru
TEACHER-STUDENT INTERACTION AS ONE OF THE ASPECTS OF AN EFFECTIVE EDUCATIONAL PROCESS. The article examines the needs of modern higher education in terms of solving the problem of high-quality effective teaching. The main emphasis is placed on ensuring constructive interaction between teachers and students. Such concepts as pedagogical communication, interaction and mutual understanding of students and teachers are revealed, classifications of styles of pedagogical communication are given, an analysis of foreign and Russian literature on this topic is carried out. The practical value of forming relationships between teachers and students in higher educational institutions, the use of techniques for establishing mutual understanding between teachers and students is substantiated. It is emphasized that interpersonal communication techniques are necessary conditions for managing the educational process. On the basis of conducted surveys and analyses of the results obtained, optimal pedagogical principles and techniques aimed at forming constructive interaction between teachers and students are summarized , which can lead to an increase in the quality of education and better academic performance of students.
Key words: higher school, effective teaching, teacher-student relations, pedagogical communication, pedagogy of interaction, principles and techniques of interaction between teachers and students, interpersonal communication
А.В. Цееткоеа, ст. преп., Департамент английского языка и профессиональной коммуникации, Финансовый университет при Правительстве
Российской Федерации, г. Москва, E-mail: AnVTsvetkova@fa.ru
ВЗАИМОДЕЙСТВИЕ ПРЕПОДАВАТЕЛЯ И СТУДЕНТА КАК ОДИН ИЗ АСПЕКТОВ ЭФФЕКТИВНОГО ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА
В статье рассматриваются потребности современной высшей школы в части решения проблемы эффективного качества преподавания. Основное внимание акцентируется на обеспечении конструктивного взаимодействия преподавателей и студентов. Раскрываются такие понятия, как педагогическое общение, взаимодействие и взаимопонимание студентов и преподавателей, приводятся классификации стилей педагогического общения, проведён анализ зарубежной и российской литературы по данной теме. Обоснована практическая ценность формирования взаимоотношений между преподавателем и студентами в высших учебных заведениях, использования приёмов установления взаимопонимания между преподавателем и студентами. Подчеркивается, что владение приёмами межличностного общения является необходимым условием управления образовательным процессом. На основании проведённых опросов студентов и преподавателей и анализов полученных результатов обобщены оптимальные педагогические принципы и приёмы, направленные на формирование конструктивного взаимодействия преподавателей со студентами, что приводит к повышению качества обучения и к лучшей успеваемости студентов.
Ключевые слова: высшая школа, эффективное обучение, взаимоотношения преподавателей и студентов, педагогическое общение, педагогика взаимодействия, принципы и приёмы взаимодействия преподавателей и студентов, навыки межличностного общения
Современная высшая школа уделяет значительное внимание стратегиям, позволяющим улучшить качество преподавания. Одним из базовых аспектов, которые учитываются при определении качества образования, является взаимодействие преподавателя и обучающегося. На самом деле то, как обучающиеся взаимодействуют с преподавателем, имеет решающее значение для всех других форм взаимодействия в образовательном процессе. Если преподаватель поддерживает обучающегося, проявляет искреннюю заинтересованность в результатах его обучения, оказывает поддержку и сопровождение на каждом этапе образовательного процесса, то обучающийся с большей вероятностью захочет взаимодействовать с преподавателем и, как следствие, будет более восприимчив ко всем другим аспектам образовательного процесса.
Актуальность статьи определяется тем, что осведомлённость о механизмах успешного взаимодействия с обучающимися во время педагогической деятельности позволит преподавателям осмыслить степень влияния их текущих взаимоотношений с обучающимися на качество преподавания и в дальнейшем вносить необходимые изменения для улучшения результативности обучения и совершенствования профессиональной деятельности. Также приведённый анализ стилей и принципов взаимодействия, которыми руководствуются преподаватели, оказывающих самое непосредственное влияние на мотивацию студента, индивидуальную работу преподавателя и студента и в целом - на качество обучения, поможет преподавателям выбрать оптимальную тактику во взаимодействии со студентами. Использование выявленных в данной работе принципов и приёмов взаимодействия способствует активности и вовлечённости студентов в образо-
вательный процесс и ведёт к пониманию и практическому усвоению содержания обучения. Если студенты не вовлечены в образовательный процесс и являются просто формальным объектом для передачи учебного материала, то даже подача информации эмоционально и логически структурированного материала не принесёт желаемого эффекта. Когда обучающиеся активно ищут информацию для выполнения задания и вовлекаются в самостоятельную работу с материалом, они лучше усваивают и прорабатывают изучаемую тему
Научная новизна данной работы состоит в изучении опыта российских и зарубежных исследователей относительно применения принципов и технологий эффективного взаимодействия с обучающимися.
В данной работе были предприняты попытки установления прямой закономерности между практическим применением принципов взаимодействия преподавателей и студентов и формированием устойчивого интереса к учебной дисциплине, возникновением мотивации для познавательной деятельности студента.
Практическая значимость работы отражена в том, что, используя данное исследование, у преподавателей появляется возможность понять причины неполной вовлеченности студентов в образовательный процесс, проанализировав их взаимоотношения с обучающимися. Преподаватели часто попадают в ловушку механики преподавания, думая о том, какие ресурсы использовать или на каких языковых формах сосредоточиться, постоянно обращаясь к административной прагматике. Это важные, неизбежные аспекты профессии преподавателя, но не менее важно планировать и преподавать, уделяя первостепенное внимание качеству отношений со студентами. Также в данной работе предлагаются не-
