Abstract
The correlation between English speech activity and psycholinguistic standpoints of foreign language learning has been shown as well as the empirical analysis of their connection has been conducted. The purpose of the article is to identify the correlation between English speech activity and psycholinguistic standpoints. The theoretical, empirical, statistical methods have been used to reach the purpose. To check the effectiveness of applying psycholinguistic principles to English speech activity the empirical (diagnostic) methods such as testing (oral and written), observation, and discussion were used. The pedagogical experiment with the students of H.S.Skovoroda Kharkiv National Pedagogical University and Yaroslav Mudryi National Law University was also conducted. The pedagogical experiment showed the effectiveness of developing English speech activity based on the psycholinguistic standpoints. The statistical methods helped to evaluate the results of the pedagogical experiment. Apprehending the correlation between psycholinguistic standpoints and English speech activity (Speaking, Reading, Listening, and Writing) training is really topical since it helps to define the most effective methods of the foreign language teaching and learning. The psycholinguistic components (motivational and cognitive, analytical and technological, reflexive, emotional and evaluation ones) have been described from the standpoint of psycholinguistics. All types of English speech activity have been researched as for their correlation with psycholinguistic components.
Highlights
As it is known, neuroscience is an interdisciplinary field of study for neural processes
The tasks of the paper are 1) to analyze the main types of English speech activity such as Speaking, Reading, Listening, and Writing while a foreign language learning, which correlate with psycholinguistic standpoints; 2) to find out psycholinguistic components connected with speech activity; 3) to check experimentally efficiency of English speech activity (Speaking, Reading, Listening, and Writing) teaching and learning based on its connection with main psycholinguistic components
Talking about English speech activity Speaking, Reading, Listening, and Writing must be distinguished
Summary
Neuroscience is an interdisciplinary field of study for neural processes. Neuroscience includes a number of areas such as cognitive science, computer science, linguistics, medicine, psychology etc. The development of neuroscience creates new subdisciplines such as neurocommunications, neurolinguistics etc. Neurolinguistics is a branch of psychological and linguistic science that studies the brain mechanisms of speech activity and changes in speech processes; it studies the system of higher mental functions and the correlations between linguistic systems and neurophysiologic violations in a linguistic behavior. Neurolinguistics considers speech as a system function. Neurolinguistics has much in common with psycholinguistics that studies the cognitive mechanisms of a language using theoretical and experimental methods of psychology and linguistics
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