КЛАСИФІКАЦІЯ БАР’ЄРІВ ОВОЛОДІННЯ УЧНЯМИ ПРОФІЛЬНОЇ ШКОЛИ ІНШОМОВНОВНОЮ ДІЯЛЬНІСТЮ

Abstract

The article is devoted to the problem of students’ barriers in learning foreign languages. The author stresses that the uniform classification of barriers do not exist as such, because every scientist studying a particular problem, underlines the presence of specific barriers, depending on the research subject. The author proves that it is appropriate to classify barriers to internal and external. Among the internal barriers they distinguish physiological, motivational, and emotional. Cognitive, communication, control, appreciation and proper speech barriers belong to external ones. Physiological barrier deals with the barrier of temperament that arises when the temperament of the teacher and the learner are opposite and this difference is not reflected. The motivational barrier is formed as a result of the lack of positive cognitive motivation of learning, the value of the profession. Emotional barriers include: actualization of negative traces of emotional memory when encountering a learning task, general unfavorable individual emotional background of activity, attraction. Organizational barriers are the result of poor organization of the learning process. The basis of information barriers lies in the improper structuring of educational information, the pace of its presentation, ignoring the laws of psychology of perception and the individual features of the cognitive, motivational, emotional spheres of the learner and his behavioral resources. Proper speech barriers include barriers to listening, speaking, reading and writing. Listening is accompanied by states of tension, panic, boredom, frustration, fear of failure, laziness, etc. Speaking a foreign language causes states of uncertainty, anxiety, fear of making a mistake. Usually reading does not cause acute problems, but working with the text, performing a number of tasks can be accompanied by laziness and boredom. Writing is accompanied by the fear to demonstrate ignorance of the subject in front of the teacher, inability to clearly and competently express thoughts in written form. Key words: classification, barrier, obstacle, the process of learning, foreign language.