Возникновение эмоционального барьера при изучении иностранного языка в школе: причины и решение проблемы
Санези Маттео
Российский университет дружбы народов
Дата поступления рукописи в редакцию: 13.02.2023
Аннотация. Цель исследования – проанализировать причины и следствия возникновения ситуаций, в которых способность обучающегося в возрасте 14-18 лет усвоить язык ограничена, так как он/она могут испытывать негативные эмоции, согласно гипотезе возникновения эмоционального барьера по Крашену (Krashen’s Affective Filter). Научная новизна данной работы заключается в разработке решений возможных сложных ситуаций в образовательной среде школы, возникновение которых, как правило, сигнализирует о проявлении эмоционального барьера у обучающихся и препятствует успешному овладению иностранным языком в рамках школьной программы. В статье показано, что необходимо принимать во внимание, учитывать и анализировать все ситуации, которые становятся причиной проявления эмоционального барьера. Для этого нужно устранить все элементы неблагоприятной учебной атмосферы в классе, т. к. положительная эмоциональная оценка учителя всегда вызывает положительный отклик у учеников. В результате сделан вывод о том, что для создания благоприятной образовательной среды учитель должен принимать все возможные в рамках учебного процесса предварительные меры для предотвращения ситуаций, связанных с проявлением эмоционального барьера среди учеников.
Ключевые слова и фразы: гипотеза эмоционального барьера по Крашену, образовательная среда школы, мотивация, обучение иностранному языку, классное руководство., Krashen’s Affective Filter, high school environment, educational process, motivation, teaching a foreign language, classroom management
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