Kazakh Ablai Khan University of International

Relations and World Languages

Chair of pedagogy and psychology

«PBChEFLE 1201 Psycho- physiological basis

of children’s early foreign language
education»

Almaty, 2021
1- Module . The
essence of
psychophysiology at
the early stage
(preschool level) of
foreign language
education
1 Lecture
PhD Tileubayeva M.S.
Content

1 Lecture
Introduction
1. Subject, content, tasks and psycho-physiological basis of learning
foreign languages
1.1. Psychophysiology of foreign language teaching in the system of
various scientific branches of knowledge
1.2. Interdisciplinary connections of the psychophysiology of foreign
language teaching with General, social, age-related and pedagogical
psychology; pedagogy, psycholinguistics and methods of teaching
foreign languages
Conclusion
References
1. Subject, content, tasks and
psycho-physiological basis of
learning foreign languages
 most commonly understood as the approach to
teaching, refers to the theory and practice of learning,
Pedagogy
and how this process influences, and is influenced by,
the social, political and psychological development of
learners.

is the science of mind and behavior. Psychology

includes the study
Psychology of conscious and unconscious phenomena, as well
as feeling and thought.

is the scientific study of functions and mechanisms in

Physiology a living system.
 Introduction
Considering the psycholinguistic characteristics of
professionally-oriented education, it should be noted that
while clarifying the main features of the psycholinguistic
approach to the study of a foreign language as an
individual knowledge, it is necessary to take into account
that we consider human language activity organization.
Here following L. Shcherba (1947), we identify that
language activity organization is a kind of processing
language activity experience, which occurs in
accordance with specific psycho-physiological
possibilities and patterns. This means that first of all we
need to find out what features of human mental activity
determine the formation and functioning of a foreign
language as a human asset.
 What are the priorities the teacher wants
to establish concerning the degree of
proficiency to be encouraged in various
roles such as comprehension, production,
and inner speech (talking to oneself,
thinking out loud)?
Keywords:
Psychological features, foreign language acquisition,
language activity functions, professional education.
 Psychophysiology

Historically,
Is interdisciplinary science that
psychophysiologists have been
seeks to elucidate the relations
interested in the impact of psy-
between the mind and the body
chological states and processes
on physiological (especially
auto-nomic) functions.

considerably broader than this, many psychophysiologists are

however, and equally interested in the impact
psychophysiological of neural and physiological
perspectives have expanded factors on psychological pro-
and matured considerably over cesses
the past decades
 Other concepts

In fact, it is difficult to draw clear distinctions between psy-

chophysiology and disciplines such as psychobiology, behavioural
neuroscience, cognitive neuroscience and neuropsychology. There
are a few general perspectives, however, that characterize the con-
temporary field of psychophysiology. These include an emphasis on
reciprocal relations between psychological and physiological domains,
a focus on interactions among systems (e.g. behavioural, endocrine,
autonomic, immune) and levels of neurobehavioural organization (e.g.
reflexive, affective, cognitive), and an interest in explicating higher-level
psychological processes.
 HISTORICAL TRENDS IN
PSYCHOPHYSIOLOGY
From these early beginnings, the field of psychophysiology has developed and matured
considerably. Of note are several general conceptual trends in this historical development that
are relevant to applications of psychophysiology to contemporary psychology and psychiatry.
This is an especially important consideration, as the prevailing conceptual landscape serves to
frame empirical findings and theoretical perspectives, and thus can powerfully shape clinical
concepts, research and applications. These closely related historical trends include (1) a
general shift in perspective from a peripheral to a central psychophysi-ology; (2) a progressive
trend from an emphasis on lower reflex mechanisms to the influence of higher and more
complex ros-tral neural systems, together with a related shift from simplistic regulatory models
to more complex, multidetermined conceptions of psychophysiological regulation; (3) a
corresponding shift from a predominant focus on efferent processes to the recognition of
reciprocal afferent–efferent interactions; and (4) a parallel transi-tion from constructs of global
influences on mind and body to more specific patterns of determinants.
METHODOLOGY
Turning to specific research psycholinguistic
approaches to studying the peculiarities of second
language acquisition (contrast analysis, error analysis,
introspective methods, an integrated approach to
studying the peculiarities of second language
acquisition), we can argue that further studies in the
field of foreign language acquisition should take into
account, to some extent, the results of scientific
research in the sphere of the first and second languages
acquisition with the statement of the task of revealing
both the regularities that are common to native and
foreign language acquisition and the specific
peculiarities for each of these cases.
 1. Psychic reflection is never passive, mechanical and
mirror as it is formed in the processes of activity of the
active subject through the continuous interaction
Consequently, within the framework between a man and the world around him, with a
of this study, we can confine constant interrelation of the internal and external,
ourselves to a summary enumeration subjective and objective, individual and social.
of the main features of a person's 2. Mental is characterized by the ultimate
mental activity, which are the most processuality, dynamism, continuity and constant
interaction of processes and their products during the
important for further consideration of
formation and inter-transitions of different stages,
issues that are topical for us. We will components, operations.
proceed from the following: 3. All types of mental activity function in an ensemble,
i.e. such mental processes as thinking, speech,
memory, perception, etc., do not exist ontologically as
separated acts, they are artificially delimited for the
purposes of scientific analysis, although in human
activity "everything consists of everything."
4. In the multidimensional and multilevel process of mental reflection, different forms and
levels interact, transform, differentiate, integrate, and pass into each other, including levels of
sensory-perceptual processes, representations, speech-thinking processes, conceptual
thinking, and intellect. In real life, all levels of the individual's mental activity are interrelated;
one of them may be leading, depending on the purpose of the activity and the tasks which are
being solved, but never acts by itself, only by defining the specific structure of the entire
mental system.
5. Any mental process is always formed simultaneously at different levels of awareness; any
conscious content usually includes incompletely and not fully realized dependencies and
correlations, i. e. there is a continuity of the conscious and the unconscious as one of the
fundamental properties of the psychic as a process in which the unconscious exists as real
as conscious.
6. There is no one-to-one correspondence between the conscious and the verbalized, as well
as between the unconscious and the unverified: the implied conscious can go beyond the
European Journal of Research and Reflection in Educational Sciences Vol. 5 No. 2, 2017 ISSN
2056-5852 Progressive Academic Publishing, UK Page 87 www.idpublications.org verbalized
one, and that, which is experienced as known and understandable, cannot always be
explicable, verbally described.
7. The individual's immediate experience of the content
of knowledge is characterized by the original objectivity
and partiality in the constant interaction of perceptual,
cognitive and affective (emotionally appraising)
processes and their products under the dynamics of
the actual meaningful and potentially significant.

Summarizing the content of the latest

psychological concepts of teaching foreign
languages, we can put forward the following
provisions for its interpretation: - it is
necessary to teach not so much the
language itself as the language activity
 CONCLUSION

So, we come to the conclusion that the psycholinguistic approach to the

problems of functioning foreign language cannot be only limited to the
analysis of linguistic phenomena. The latter should be studied in a specific
coordinate system that takes into account all the variety of factors and
conditions associated with the mental life of the active individual and
language activity included professional activities in a proper community. As
under the influence of the latter, an individual picture of the world is formed,
outside of which language means do not make sense. Most researchers
point to the correlation and interaction of the individual and the activity in the
holistic system of professional education.
Problematic questions
1. What does Psychophysiology mean?
2. What are psychophysiological
responses?
3. What is a psychophysiological
measure?
4. What is psychophysiological
disorder?
5. What is psychophysiological stress?
 Resources

Brown, H. (2001) Teaching by Principles: An interactive approach to language pedagogy. New

York: Longman.
Brown, H. (2007) Principles of language learning and teaching.
Englewood Cliffs, NJ: Prentice Hall. Gadamer. H.-G. (1975) Truth and Method. New York: The
Seabury Press. Gardner, R., & Lambert, W. (1972) Attitudes and motivation in second
language learning.
Rowley, MA: Newbury House. Gardner, R. (1980) On the validity of affective variables in
second language acquisition: conceptual, contextual and statistical considerations.
Language Learning, 30, 255- 270. Gardner, R. (1985). Social psychology of second language
learning: The role of attitudes and motivation.
Baltimore, MD: Edward Arnold. Gardner, R., & Tremblay, P. (1993) Specificity of Affective
Variables and the Trait: State Conceptualization of Motivation in Second Language
Acquisition.