PSYCHOLOGICAL NATURE OF THE SECOND LANGUAGE ACQUISITION TO ADULT STUDENTS
DOI:
https://doi.org/10.17721/apmv.2015.125.2.84-91Abstract
The comparative analysis of current psychological theories and concepts that
underlie modern linguodidactics and learning both impact / interaction of the first (native) language with the second (foreign) language, taking into account psychological and typological characteristics of the adult student; the basic psychological factors that influence the optimization of learning a foreign language as the second one (after the first, native); found some cognitive
factors, such as verbal intelligence, phonological processing ability, long-term memory of the adult student that affect the ability to learn the second language; concluded that the majority of students primarily interested in learning basic communication knowledge of the second (foreign) language for special purposes.
Cognitive differences between school and university students which could account for some of the difficulties university students encounter in mastering a second language. Certain cognitive factors such as verbal intelligence, phonological processing ability, and long-term memory capacity strongly influence the adult learners’ ability to learn a second language. The second language adult students are developing an «interlanguage» of their own that draws not only on the first language they already know and on the second language they are learning but also on other elements such as the language provided by their teachers and their own language learning strategies. There are psychological variables in second language acquisition which may either help or discourage the adult learners of a foreign language; it results into the psychological difficulties that oppose the traditional «foreign language-only» approach to working with non-native speakersin the classroom.
Ключові слова: the second language acquisition, personality factors, an individual’s identity, the psychological difficulties, cognitive factors: verbal intelligence, phonological processing ability and long-term memory of the adult student, individually-typological differences of adult students.
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