Психологічні особливості розвитку довільної уваги молодших школярів у процесі навчання іноземної мови

Abstract

Дисертацію присвячено вивченню процесу розвитку довільної уваги молодших школярів у процесі навчання іноземної мови. У роботі розкрито методологічне підґрунтя дослідження, поглиблено зміст психологічної характеристики уваги як пізнавального процесу. Зазначено, що у молодших школярів на уроках іноземної мови довільна увага актуалізується через образ. Останній є не просто результатом уявлення, але й зоровим узагальненням, що супроводжує мовленнєву експлікацію думки учня завдяки вказівним жестам вчителя. З урахуванням результатів теоретичного аналізу наукової літератури встановлено властивості, стадії, форми та типи довільної уваги особистості. Зазначено, що стадіями функціонування довільної уваги виступають такі: первинна, предикативна та вторинна. Типами довільної уваги є фокальний та периферійний. До форм довільної уваги відносимо механічну, інстинктивну, рефлексивну, вольову та післядовільну. Розроблено та успішно апробовано у процесі формувального експерименту структурно-функціональну модель становлення довільної уваги молодших школярів засобами іноземної мови. Розроблено й апробовано в ході формувального експерименту психологічний тренінг «Становлення довільної уваги молодших школярів на уроках іноземної мови», який містить три блоки вправ, покликані актуалізувати характеристики довільної уваги молодших школярів експериментальних груп. З’ясовано психологічні особливості, чинники та умови становлення довільної уваги молодших школярів у процесі навчання іноземної мови. The dissertation deals with the problem of studying a process of the development of voluntary attention of junior schoolchildren in the process of learning a foreign language by them. The methodological basis of the research was revealed, the content of the psychological characteristics of attention as a cognitive process was deepened. It was noted that as for pupils from primary school at foreign language lessons their voluntary attention was actualized through the image. The latter is not just the result of the person’s imagination, but also a visual generalization that accompanies the verbal explication of pupils’ thoughts through the teacher’s pointing gestures. It was noted that the actualization of voluntary attention of junior pupils at the lessons of a foreign language takes place in a conditional, close to a real life, in the surrounding space. Thanks to images and creative practices as means of developing voluntary attention, the speech activity of junior schoolchildren has been actualized. Space becomes (conditionally) a paradigm of the most significant and valuable content, which originally embodied a certain image, specially created by a teacher. In other words, the isolation of this speech image became the basis for the construction of the individual model of the world by pupils from primary schools. Ritualized real actions, which are contained in their structure of the “products” of all kinds of creative practices, present a symbolic form of such kind of a primary image, which is created by schoolchildren from the very beginning of the actualization of their voluntary attention. Taking into account the results of theoretical analysis of the scientific literature, the characteristics, stages, forms and types of voluntary attention of the individual were established. It was noted that the stages of functioning of voluntary attention are such, as: a primary stage, predicative and secondary ones. The types of voluntary attention are focal and peripheral. The forms of voluntary attention include mechanical, instinctive, reflexive, volitional and post-voluntary ones. The structural-functional model of the formation of voluntary attention of junior schoolchildren by means of a foreign language was developed and successfully tested in the course of formative experiment. The psychological training “The formation of voluntary attention of junior schoolchildren at the lessons of a foreign language” was also developed and tested during the formative experiment. It contains three blocks of exercises designed to update the characteristics of voluntary attention of junior schoolchildren of experimental groups. As a result of our research the psychological features of the formation of voluntary attention of schoolchildren from primary school at the lessons of a foreign language were established: the success of the formation of voluntary attention of pupils from primary school is achieved through the implementation of flexible, instinctive, reflective, volitional and post-volitional forms of the attention. The latter are provided by the characteristics of voluntary attention (deep attention, its qualitative distribution, rapid switching), the stages of functioning of voluntary attention (predicative and secondary ones), as well as its focal type; the productivity of the formation of voluntary attention of junior schoolchildren at the lessons of a foreign language largely depends on the development of cognitive processes of subjects of pedagogical interaction, such as: their memory (the ability to memorize educational material), pupils’ perception (its selectivity, subjectivity), their imagination (its characteristics: mystical and plastic imagination, creative and active imagination, reproductive one, etc.), as well as the development of a mental operation of abstraction and a general ability of the individual to comprehend foreign language material; the success of the formation of voluntary attention of pupils from primary school at foreign language lessons depends on the teacher’s ability to implement learning situations of foreign language interaction as authentic ones, to organize cognitive activity of schoolchildren with the approach of learning to the process of a real life. This will facilitate the creation of an individual model of the world of pupils, the transfer of previously acquired knowledge, skills and abilities to further situations of foreign language interaction with native speakers in the cross-cultural space. Psychological factors of the formation of voluntary attention of junior schoolchildren by means of a foreign language were determined: taking into account by the teacher the characteristics of voluntary attention through the formation of a symbolic or conditional field that develops simultaneously with the word, and giving importance to the “internal form” of the latter; the development and the complication of the internal form of speech, on the basis of which the formation of a foreign language expression of a junior pupil takes place; the facilitation by the teacher a voluntary attention, which creates an image that is based on the image in a paradigm of situation of limited conditional field, and there is a foreign language interaction. It is this mechanism that brings learning situations closer to real ones, which will be continued in a future life of pupils, will allow them to “transfer” knowledge, skills and abilities acquired at the lessons to further situations of foreign language interaction with native speakers in a cross-cultural space.