PSYCHOLINGUISTIC FACTORS IN TEACHING ENGLISH

Abstract

The article describes the psycholinguistic problems that arise when students learn English. In particular, it is supposed to apply a differentiated and integrated approach to learning, as well as pay attention to the individual cognitive style of the student. The influence of the psycholinguistic approach on the development of methods of teaching a foreign language is considered, the relationship between the study of cognitive processes in the development of a foreign language and the degree of effectiveness of its use is shown.

In addition, the foundations of teaching a foreign language in conditions of artificial bilingualism were investigated. With artificial bilingualism, it is necessary to use special methods of teaching the language in specially created conditions (language courses, university classes, etc.). Within the framework of the psycholinguistic approach, references were also made to modern knowledge and current opinions of scientists about the bilingualism of students and the possibilities for their development.