Psychology of Teaching Foreign Languages

Glossary & New Concepts

Critical period for language acquisition Puberty Cerebral hemisphere Lateralization Higher-order language functions Low-order language functions Phonology Equilibration Peer pressure Coordinate bilinguals Compound bilinguals Code-switching Language ability Linguistic talent Phonetic coding Grammatical sensitivity Mechanical memory

a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire.  is the process of physical changes by which a child's body becomes an adult body capable of reproduction.  (hemispherium cerebrale) is one of the two regions of the eutherian brain that are delineated by the median plane, (medial longitudinal fissure). The brain can thus be described as being divided into left and right cerebral hemispheres. Is a location in the right or left side of the brain such as semantic relations, are more dependent on late maturing neural circuits, which may explain why college students can learn many times the amount of grammar and vocabulary that elementary school students can learn in a given period of time. such as pronunciation are dependent on early maturing and less adaptive macroneural circuits, which makes foreign accents difficult to overcome after childhood. (from Ancient Greek: φωνή, phōnḗ, "voice, sound" and λόγος, lógos, "word, speech, subject of discussion") is the systematic use of sound to encode meaning in any spoken human language, or the field of linguistics studying this use. is defined as "progressive interior organization of knowledge in a stepwise fashion is a particularly important variable in consid­ering child-adult comparisons. are people who learn a second language in natural separate con­texts, they have two meaning systems are people who have one meaning system from which both languages operate. is the act of inserting words, phrases, or even longer stretches of one language into the other is considered as specific human ability to mastering the language, it is general, peculiar equally to each healthy person in all these interpretations. is a special abilities to mastering foreign language is an ability of the individual to represent by means of the certain images the heard sound material so that was available an opportunity through some of time of it to identify and recall. is an ability to feel function of a word in different contexts. is an ability to storing a speaking another language material for short time.

Topics & Questions for Study and Discussion
Note: Items listed below are coded for either individual (I) work, group/pair (G) work, or whole-class (C) discussion, as suggestions to the instructor on how to incorporate the topics and (Q) questions into a class session.

1. (G/C) Each group or pair should be assigned one of the seven common arguments cited by Stern (1970) that were used to justify analogies between first language learning and second language teaching. In the group, determine what is assumed or presupposed in the statement. Then reiterate the flaw in each analogy. Report conclu­sions back to the whole class for further discussion.

2. (Q) Are there students in the class who were exposed to, or learned, second languages before puberty? What were the circumstances, and what difficulties, if any, were encountered? Has authentic pronuncia­tion in the language remained to this day?

3. (C) Is there anyone in the class, or anyone who knows someone else, who started learning a second language after puberty and who never­theless has an almost "perfect" accent? How did you assess whether accent was perfect? Why do you suppose such a person was able to be so successful?

4. (I) In your words, write down the essence of Scovel's claim that the acquisition of a native accent around the age of puberty is an evolu­tionary left-over of sociobiological critical periods evident in many species of animals and birds. In view of widely accepted cross-cul­tural, cross-linguistic, and interracial marriages today, how relevant is the biological claim for mating within the gene pool?

5. (G/C) In groups, try to determine the criteria for deciding whether or not someone is an authentic native speaker of your native language. In the process, consider the wide variety of "World Englishes" commonly spoken today. How clearly definitive can your criteria be? Talk about occupations, if any, in which a native accent is indispensable. Share with the rest of the class, and try to come to a consensus.

6. (G) In groups, talk about any cognitive or affective blocks you have experienced in your own attempts to learn a second language. What could you do (or what could you have done) to overcome those barriers?

7. (C) Do you think it is worthwhile to teach children a second language in the classroom? If so, how might approaches and methods differ between a class of children and a class of adults?

8. (I/C) Find out all definitions of “linguistic abilities”. Classify them and work out your own understanding of this notion. Share with the rest of the class
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Conclusion
In this book, we have considered different points of view of domestic and  foreign  scientists  on such  controversial  and complex  issues  of Psychology of foreign language teaching and acquisition as - Psychological content of foreign languages teaching and its relationship with psycholinguistics, psychology and pedagogy; Foreign language as a school subject, its features and contents; Psychological and pedagogical features of teaching foreign languages; Theories and types of teaching foreign languages; Styles and strategies of learning foreign languages; Personality and speech; Speech development at various age stages; Psychological features of differentiation in first and second language acquisition; Linguistic ability’s formation, it’s diagnosing and development.

Content

	Preface………………………………………………………………..	3
1	Psychological features of teaching foreign languages…………………	4
1.1	Psychological content of foreign languages teaching and its relationship with psycholinguistics, psychology and pedagogy……….	4
1.2	Foreign language as a school subject, its features and contents. Psychological and pedagogical features of teaching foreign languages	30
2	Theoretical basis of Foreign language teaching……………………….	53
2.1	Theories and types of teaching foreign languages…………………….	53
2.2	Styles and strategies of learning foreign languages…………………...	83
3	Psychological features of speech activity and learning foreign languages at various age stages……………………………………….	105
3.1	Personality and speech. Speech development at various age stages…..	105
3.2	Psychological features of differentiation in first and second language acquisition; linguistic ability’s formation, diagnosing and development.	141
	Conclusion………………………………………………………….	201