PSYCHOLOGICAL AND PEDAGOGICAL FEATURES IN TEACHING A FOREIGN LANGUAGE TO ADULTS

Aidana Algazinova, Zhanat Bissenbayeva, Баубек Сомжурек, Raushan Kanapyanova, Baizhuman Kashkhynbay

2022

Closed access Metadata (CSL-JSON)
DOI 10.32014/2518-1467_2022_398_4_21-35
Data confidence 70 medium
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Abstract

Abstract. The article discusses the psychological and pedagogical features in teaching a foreign language to adults. The new educational standards position a number of requirements for the training of specialists whose professional competencies should be focused on the modern requirements of economics, science and production. The educational process in higher education will be able to initiate a certain sense-forming potential of students; allowing them to regulate their actions, set goals, independently determine cognitive priorities, improve their knowledge, show self-esteem and self-control. Bringing the learning process to a meaning-forming level occurs when a student "turns on" internal motivation and begins to learn not only because of the assessment, but because cognition becomes an integral part of his own life world, what is interesting, develops and captivates. A special section of the problems of modernization of education at the modern university is associated with the study of foreign languages. In the context of modernization of higher education, the purpose of teaching a foreign language to students is not only practical mastery of this language, i.e. the acquisition of those skills and abilities that are necessary for reading literature in the specialty and communicating in oral and written forms, but also language teaching as a means of improving the personality, transforming the person himself, increasing the general, emotional culture, and the indicator of the effectiveness of student training is the shifts and the transformations taking place in the personality. The expansion of the communicative space and the need to include Internet and innovative technologies in the professional tools of a modern subject of activity increase the subjective importance of foreign language proficiency as an internalized tool of interaction. Striving for competitiveness in the labor market increases the motivation to include an adult in various educational programs. Keywords: Psychological, pedagogical, teaching, foreign language