Psychological aspects of teaching foreign languages
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article Yusupova November 2020
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PSYCHOLOGICAL ASPECTS OF TEACHING FOREIGN LANGUAGES Yusupova Muhabbat m.yusupova@cspi.uz Chirchik state pedagogical institute of Tashkent region Khurshida Khakimova hurshida0046@gmail.com Chirchik State Pedagogical Institute of Tashkent region Umirova Zamira z.umirova@cspi.uz Chirchik State Pedagogical Institute of Tashkent region Abstract: This article discusses the interactions between the teacher and a student in the process of teaching a foreign languages, the interaction between the teacher and a student with the psychological nature of learning, and the psychological processes that determine the content of the educational process Keywords: skills, physiology, psychological requirements, consciousness, pronunciation, experimental phonetics The method of teaching foreign languages is not limited, but it is associated with several other sciences (philosophy, physiology, psychology, linguistics, pedagogy). As G.V. Vedel points out, "there are no controversial ideas in other methods, such as the method of teaching a foreign language." As an example. G.V. Vedel points out the following problems: [5] - The mechanism of comprehension in the native language and foreign languages, their origin and their function, as well as the role of translation; - Level of foreign language proficiency: from knowledge to skills. - The role of mechanical memory and the characteristics of age in learning a foreign language. -Letter-by-word and word-for-word teaching, as well as teaching by translating comprehension. -Teaching grammar features during lessons based on rules and sample sentences. According to G.V. Vedel, the style itself should find a solution to similar problems. The above problems can be solved by the method in combination with or based on psychology and physiology [2]. When learning a foreign language, it is important to take into account not only the psychological aspects, but also the needs and responsibilities of the community. Given the difference in approach to foreign language teaching, I would like to highlight the key process in foreign language teaching. First, foreign language learners observe the phonetic, morphological, and syntactic structure of a foreign language. Such observations are made in the study of foreign languages as well as in their native languages. For example, reading the letter Aa [ei] in English with four different sounds (name, cat, park, care) sometimes causes difficulties for foreign language learners, because in Uzbek the letter Aa is read with only one sound (bayram, aka, lola) [3]. “It is well known that learning a foreign language means learning to think in that language,” says Berlitz. Such a fairly stated view seeks to overcome the extra psychological factors encountered in the study and mastery of a foreign language through the methods of psychological research-law (legislation) [1]. It is known that in the XIX century, psychology introduced many innovations in the methodology of teaching a foreign language. As an example, Wilhelm Wund’s views such as spiritual speech and emotions can be cited. Later, in psychology, requirements were also established for the study of other disciplines, such as the study and mastery of a foreign language. The requirements cited by G.E. Vedel as an example are: - Unity theory of consciousness and activity; - The theory of the sequence of formation of mental processes; - installation theory; - The concept of open and secret teaching methods; Degree theory of the state of arousal of students in an intensive state in the teaching process; -Mechanism of verbal and figurative thinking, system of internal and latent articulatory views; -The theory of latent verbalization to control the neurodynamics of mental and other processes; It is well known that because of sounds that reflected in human thinking, we can distinguish the meaning of words through the sounds we receive. V.A. Artyomov's textbook "Experimental Phonetics" describes an experiment with a language learner who has never learned a foreign language how to pronounce sounds [4]. The first time the scientific experimenter was behind the scenes, the second time the sounds were seen and understood by the scientific experimenter, and the third time the sounds were understood and pronounced by listening based on direct impressions and analytical explanations. The results of the third case were more positive than the results of the first and second cases. The study showed that in the study of a foreign language, the impressions that learners receive when a teacher pronounces sounds correctly depend on their specific acoustic relationships, i.e., their ability to pronounce sounds correctly. Thus, it is possible to eliminate errors by comparing the sounds that are pronounced in a foreign language with the sounds that are present in the native language. Therefore, the teaching process is a mutual process that occurs between the teacher and the student, since zero reading is an interaction between teacher and student by its psychological nature. The task of the teacher is to guide the student in the conscious performance of an action. The above considerations lead to the conclusion that psychological thinking plays a key role in the teacher's professional thinking system, because the content of the educational process always reflects the social life of psychological laws and their mechanisms, is always person-centered. References: Yusupova, M. A. (2020). Successful way of being a skilled English teacher. Science and Education, 1 (Special Issue 2), 198-203. Yusupova, M. (2019). Development of Communication Competence while Using Project Work in Teaching English to Students in Higher Education as an Actual Problem. European Journal of Research and Reflection in Educational Sciences Vol, 7(12). Yusupova, M. A. (2019). COMMUNICATIVE COMPETENCE AS A CORE COMPETENCE IN TEACHING ENGLISH TO STUDENTS. Современные исследования в области преподавания иностранных языков в неязыковом вузе, (8), 39-44. Bobojonova, B. (2020). 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