LINGUISTIC SHIFTS IN UNIVERSITY STUDENTS WHEN THE TARGET LANGUAGE BECOMES THE MEDIUM OF INSTRUCTION

Аннотация

The article examines psychological changes in university students when the language being studied becomes a means of instruction. Pedagogical conditions for productive and effective study of a foreign language by students at a university are determined, and aspects of solving this issue are identified. Keywords: successful learning, productive learning, generalized method, competent approach, student A huge number of students make efforts to continue their education in the language vertical, starting to study foreign languages in adulthood at a university. This is due to the deep international processes of liberalization of society, expansion of international trade and opportunities for cooperation with foreign partners in the field of economics, politics, culture and growth of tourism. However, it is students who experience increased difficulties in learning a foreign language, which is mainly due to the existing ineffective previous experience of studying a foreign language and high requirements for the duration of study. Hence the need to determine the pedagogical conditions for effective study of a foreign language at a university. A successful solution to this problem is due to at least two aspects: Theoretical study of the specific features of student learning and formation on selection of scientifically the basis of this principle, based methods of teaching the practical application of foreign languages ​​to which will become a students in the context of condition for the successful additional education teaching of adults a foreign language at a university According to psychologists, with age, logical memory improves compared to mechanical memory, but short-term memory becomes worse. A positive factor is the interconnectedness and coordination of functions, which can compensate for individual deficiencies. For example, developed logical thinking, accumulated experience, the ability to draw conclusions and sums of presented knowledge will help to replenish the volume of short-term memory. Linguistic experience is a set of all knowledge of a linguistic nature, both in the native language and in 30 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference foreign languages. Experience can have both a positive and negative impact on the effectiveness of learning. Insufficient vocabulary in the native language, especially in the professional field, will complicate the understanding and successful acquisition of lexical and grammatical constructions. Motivation is of particular importance in teaching students, which is expressed in motivating a person to act, in mobilizing his inner energy, in the direction of his actions and deeds. There is no doubt that teaching students at a university requires a specific organization of the educational process and special forms of pedagogical and andragogical communication. The learner's requirements and demands for the effectiveness of the educational process are very high, and they are caused not only by immediate personal and professional motives, interests and needs, but also by the fact that a specialist is inclined to measure the effectiveness of his professional activity with the effectiveness of the educational process. Working with an adult audience consisting of highly qualified specialists requires attention to the personality of each learner, taking into account his social role in life and society. Properly organized pedagogical communication allows intensifying the educational process and increasing the speech activity of learners. To create optimal conditions for linguistic and psychological comfort in the learning process, one should strive for natural informal communication, which is characterized by friendly participation, emotional responsiveness and attention to the interlocutor. The tone of the address should be extremely benevolent, trusting, interested in students. One of the factors of intensification in these methods is the principle of communicativeness, which involves creating real communicative activity situations in the classroom, during which the necessary language tools are unintentionally acquired. This predetermined the need to master all types of speech activity: speaking and listening comprehension, as well as reading and writing, and correctly built-in pronunciation. The main task of the method of teaching a foreign language to students is to master a foreign language as a means of communication and a means of cognition under a strict time limit. This requires a minimum of vocabulary and language material in general, which the student must master for his full participation as an individual in the communication process. The selection of vocabulary material for the course of teaching students a language occurs according to the frequency-thematic principle, their semantic value, and compatibility. As for the grammatical phenomena of the language, they are all reflected in the course of study. In working with students