Abstract
The article discusses current problems and difficulties impeding the learning of a foreign language by adults. As a result of their analysis, a classification of barriers is given. Special attention is paid to the psychological barriers associated with professional experience, the forced acceptance of the student’s position, distrust of the andragogue and students’ own knowledge. The main causes and consequences of the described problems are identified and analysed. The conclusion is made about the decisive importance of psychological support from the andragogue, emphasizing his/her high degree of responsibility. The author presents techniques and examples of psychological support provision to adult students, which highlight the importance of preventive work and psychological preparation for students’ educational process.
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