INTERLINGUAL INTERFERENCE AND PSYCHOLOGICAL BARRIERS IN THE COURSE OF FOREIGN LANGUAGE LEARNING IN THE HIGHER EDUCATION ESTABLISHMENTS: WAYS OF SOLUTIONS

Abstract

Scientific and technological advances, globalization, all-out digitalization, distance and blended learning etc. have changed the relations among people and countries significantly. All these transformational processes are closely connected with the means of communication. There is a great demand for the foreign language speaking. In the course of investigation, it is concluded that a peculiar cognitive bilingual or multilingual space is created with interlingual interference inherent in it, when two or more languages are being in а contact. Considerable attention is paid to the issue of interfered native language influence in the process of foreign language learning by higher education students. The emphasis is laid upon the fact that interference is a complex, multidimensional phenomenon that is taking place at all levels of language system. The key factors that are the prerequisites of interference are analyzed. It is outlined in details about psychological aspects that have an impact on the foreign language learning activity under emotional tension and stress conditions. It is reported that emotional and psychophysiological state of students is directly related to the students’ achievements. It is stressed that the correlation of learning process and dialogue communicative strategies “teacher/student” can neutralize the negative psychological states and psychoemotional burnouts. The author concludes that elaborative rehearsal is not a sufficient technique to overcome the interference effect. The given paper summarizes that due to simultaneous engagement of all language subsystems (memory, attention, reception and motivation), listening, reading, writing and speaking skills development and psychological peculiarities and barriers overcoming can lead to the high proficiency in foreign language and combat negative interference effect.