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The following kinship terms are used in speech as the address: mamma, ma, mum, mom (AE), dad, grandpa, grandma, brother, kids, son, etc. These terms of address are mainly addressed to relatives:

“M a , he’s attacking me” [2*];

“Oh! M u m , do hurry up!” [3*];

“M o m , just listen! Do not touch the steering wheel!” [1*];

“D a d , d a d , d a d , relax” [1*]; “Hi, g r a n d p a !” [4*];

“G r a n d m a , are you here?” [4*];

“G r a n d p a , get your teeth from the water glass!” [5*];

“K i d s , breakfast” [4*]; “Don’t get lost, s o n ” [5*].

Lexical units expressing close relationships between communicants are comrade, fiancée:

“Evening, c o m r a d e ” [6*]; “After you, f i a n c é e ” [6*].

3. Kinship term (diminutive form).

In the English language, affectionate terms of address to family members are language units mommy (mummy), daddy, nana, sonny and diminutive constructions kinship term + suffix -ie (relevant only for the address aunt):

“I’m proud of you, m y s u g a r d a d d y ” [5*]; “Oh, hey, s o n n y …” [2*];

“A u n t i e , a u n t i e , I must come with you! – Lisa implored” [5*].

4. The address to a group of people (to males and females, to mixed-type groups).

A lexical unit guys and a defining pronoun everybody were identified as terms of address of this type. The aforementioned address formulas can be addressed to different groups of people, because they do not reflect age and gender, and also do not provide additional characteristics of the addressee:

“Why are you, g u y s , yelling at us when we’re way upstairs?” [4*]; “E v e r y b o d y , listen up!” [7*].

5. The address reflecting gender and age (neutral and evaluative).

In order to identify the interlocutor, terms of address indicating gender and age of the addressee (girl (girls), boy (boys), lady (ladies) can be used in speech:

“G i r l s , let’s go there” [7*]; “Come on, b o y s ” [7*];

“Afternoon, l a d i e s ” [7*].

It should be noted that this formula of address can be used by the speaker in order to express emotions and his/her attitude to the listener. In this case the address acquires an expressive meaning:

“Okay, that’s enough, n a u g h t y b o y ” [1*] (the boss said to a former employee). 6. Kinship term + name.

Such lexical units as uncle and aunt are kinship terms, which are combined with names:

“U n c l e R u d i , that’s not a very nice thing to say” [6*]; “Is that you, a u n t C a m ” [4*].

7. Noun (diminutive form).

Representatives of the English-speaking culture use different nicknames (for example, sparkles), abstract nouns, which include objects of animate and inanimate nature, and concepts related to “sweets” (honey (hon), love, sweetheart, dummy, etc.) as diminutive terms of address. By means of these terms of address, interlocutors not only name each other, but also, they express sympathy, strong affection and love in such a way:

“Grab the blocks, h o n e y ” [4*];

“Are you sure that it was this little boy, s w e e t i e ?” [7*]; 54

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“I’m just looking out for you, s p a r k l e s ” [7*]. 8. Noun (familiar).

Lexical units used in informal communicative situations among males (friends, pals, family) of different age categories (bud, buddy, bruv, cuz, mate, lad, chap, dude, etc.) can be attributed to this formula of address. By means of these terms of address, close relationships between participants of a communicative act are demonstrated:

“You jacked his car keys, b r u v ” [4*]; “Foxes are vermin, c u z ” [1*];

“Sorry, d u d e . It’s on the calendar” [4*]; “All right, b u d d y . What’s going on?” [7*]. 9. Adjective.

In the English speech etiquette terms of address to loved people are adjectives precious, dear (dearest):

“I soon grew up though, didn't I, m y p r e c i o u s ?” [3*];

“D e a r e s t , give the gentlemen something for coffee” [6*].

In the process of verbal communication, these terms of address primarily implement evaluative and emotional functions.

10. Abusive address.

Taboo vocabulary (nouns) and lexical units, expressing the offensive attitude of the addresser to the addressee, are abusive terms of address. Nouns wanker, idiot, jerk, fool, etc. and adjectives silly, stupid belong to this group:

“That’s right, f o o l . We got this” [1*]; “Ow! I’m gonna kill you, s t u p i d !” [4*].

In the process of English verbal communication various formulas of address perform the following functions: nominative (“L i n d y , I love you!” [1*]), urging (“P a t r i z i o , stop it and, R a n d y , don’t take the bat” [1*]), personifying (“L u k e , A l e x , why don’t you take it outside, okay?” [4*]), perlocutionary (“J a c k , get away from the window” [2*]), emotive (“Are you okay, s w e e t i e ?” [7*]) and evaluative (“Watch your mouth, w o m a n ” [7*]) ones. Emotionally colored terms of address reflect a wide range of emotions. It should be noted that in informal speech communication, representatives of the English-speaking culture prefer to use more neutral formulas of address, such as a neutral name, kinship terms and address reflecting gender and age.

II. Informal address formulas in the Russian language.

In the Russian speech etiquette the address is an integral element of communication because it allows to attract the attention of the interlocutor, express different meanings that make it possible to present the relationships between communicants and characterize the addresser and the addressee.

As a result of the study, 14 Russian address formulas, functioning in informal communicative situations, were identified.

1. Neutral name (abbreviated and full forms).

Terms of address in an abbreviated form are presented in all situations of informal communication: among family members, friends, pals, unfamiliar people. By means of this formula, it is possible to address to communicants of the same age category, to younger interlocutors, and to children. In rare cases a young participant of communication can address in a similar way to an elder one. The usage of an abbreviated name allows to address the message to a particular person, attract the listener’s attention and induce him/her to an action:

«В а н ь , ну давай в сугроб прыгай, ты же не трус» [8*] – translation (V a n , come on, jump into the snowdrift, you’re not a coward).

The neutral name (full form) is used as the address by interlocutors in informal communicative situations: among friends, pals, relatives, unfamiliar people. This term of address is

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used by the addresser to people of the same age category, to younger interlocutors, and to children:

«А л ё н а , я хочу, чтобы ты родила мне ребёнка» [8*] – translation (A l e n a , I want you to give me a baby).

2. Name (familiar).

Since in the process of a communicative act a familiar name is used only in relation to a familiar interlocutor, this colloquial form is considered an acceptable one, but at the same time it expresses neglect and impolite attitude of the speaker to the listener:

«Ну что, Н а д ю х , сейчас или в другой раз?» [9*] – translation (Well, N a d y u k h , now or another time?).

3. Name (diminutive form).

In the Russian language a diminutive name is formed by means of various suffixes, for example -юш (-yushch), -ишк (-ishk), -еньк (-en’k), -к (-k), -ечк (-echk), -ичк (-ichk), -очк (- ochk), -ёк (-yok). By using these suffixes, the name acquires an affectionate expressive meaning:

tionships between communicants.

The following lexical units мам (mum, mom), пап (dad), дочь (daughter), дядь (uncle),

баб (grandma), etc. are used as terms of address in a form of abbreviated kinship terms:

«М а а - а м !» И тут снова детский капризный крик: «М а - а а а м …» [11*] – translation (“M a a - a m ! ” And here again the childish moody scream: “M a - a a a m …”);

«Ой, п а п , ну как ты её терпишь вообще?» [8*] – translation (Oh, d a d , how do you put up with her at all?).

This address formula is primarily used in oral speech to name the person, who the message is directed to, attract attention, and call the addressee to participate in a communicative act. Also, it is used to influence on the addressee to achieve the goal. In oral speech a complete term of address is not always pronounced because interlocutors strive for profitability. An abbreviated form is understandable and clear for the addressee.

Terms of address in a full form are the following lexical units мама (mamma, mum, mom), папа (daddy, dad), дочь (daughter), сын (son), бабушка (grandmother, grandma), дедушка (grandfather, grandpa), брат (brother), жена (wife), дети (children, kids), etc., serving to express family relationships between participants of communication:

«М а м а , приготовь мне, пожалуйста, нормальный завтрак» [9*] – translation

(M o m , make me normal breakfast, please);

«Ладно всё, д о ч ь , пошли» [9*] – translation (Okay, d a u g h t e r . Let’s go);

«Д е д у ш к а , я боюсь» [11*] – translation (G r a n d p a , I’m scared).

Language units подруга (girlfriend, friend), соседи (neighbors), друг (friend) are used as terms of address that express close relationships between communicants:

«Отлично выглядишь, п о д р у г а » [11*] – translation (You look great, m y f r i e n d ); «Здрасти, с о с е д и » [11*] – translation (Hello, n e i g h b o r s ).

5. Kinship term + noun.

Kinship terms with a name (mainly in an abbreviated form) within the framework of this formula are used to relatives and to people, who do not have family ties with the addressee:

«Д я д ь П а ш … д я д ь П а ш , мне домой надо» [8*] (the nephew is addressed to the uncle) – translation (U n c l e P a s h ... U n c l e P a s h , I need to go home);

«Ой, б а б З и н , простите» [10*] (the girl is addressed to the neighbor) – translation

(Oh, g r a n n y Z i n , I’m sorry).

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6. Kinship term (diminutive form).

Diminutive forms мамочка (mamochka), мамулечка (mamulechka), папуля (papulya),

папуся (papusya), папуленька (papulen’ka), дочурка (dochurka), сыночка (synochka), сы-

нишка (synishka), детки (detki), тётушка (tyotushka), дядюшка (dyadyushka), etc. are used to address to family members. Diminutive suffixes in terms of address (-очк (-ochk), -ул (-ul), -

ус (-us), -ул + -ечк (-ul + -echk), -ул + -еньк (-ul + -en’k), -еньк (-en’k), -урк (-urk), -ишк (- ishk), -к (-k), -ушк (-ushk), -юшк (-yushk)) express politeness, love and tremulous attitude towards relatives:

«"П а п о ч к а ", – прошептала она успокаивающе, но не вырвалась, не оттолкнула его, а, наоборот, обхватила его шею обеими руками и крепко поцеловала влажными губами с тем характерным, еле слышным причмокиванием, которое сохранилось у неё с самого детства» [11*] – translation (“P a p o c h k a ”, she whispered soothingly, but did not break out, did not push him away, but, on the contrary, grabbed his neck with both hands and kissed with wet lips, barely audible smacking that she had preserved from her childhood).

7. The address reflecting gender and age (neutral and evaluative).

The following lexical units девчонки (girls), девочки (girls), мальчики (boys), etc. can be related to this address formula:

«Д е в ч о н к и , привет!» [9*] – translation (Hello, g i r l s !);

«Доброе утро, м а л ь ч и к и » [9*] – translation (Good morning, b o y s ). 8. The address to a group of people.

The following lexical units ребята (ребят) (guys), друзья (friends) and a defining pronoun все (всем) (everybody) are terms of address to a group of people:

«Р е б я т , да вы чего?! Какая пицца?» [9*] – translation (G u y s , what?! What a piz-

za?);

«"Вы не представляете себе, д р у з ь я м о и , какое у меня давление!" – как в театре, говорит он, потрясая благородной шевелюрой» [11*] – translation (“You have no idea, m y f r i e n d s , what pressure I have!” “Like in a theatre,” he says, shaking his noble hair);

«Так! В с е внимание! Открываем учебники на странице восемьдесят пять и ре-

шаем первую задачу!» [11*] – translation (So! Attention, e v e r y b o d y ! Open the textbooks at page eighty-five and solve the first problem!).

Interlocutors use these forms of address in different speech situations: among friends, family members, relatives, classmates and familiar people. People of different age categories can use these terms of address in speech.

9. Name + patronymic.

The formula name + patronymic can be used as an informal address, which in this case it is informal, because it functions in situations that are not characterized by officiality and distance in communication. The formula name + patronymic allows to express respectful relationships between participants of communication. Such terms of address were identified in the speech of distant relatives and they were mainly addressed to the elder people:

«М а р и я Я к о в л е в н а ! Простите, если я вас обидела» [11*] – translation

(M a r i y a Y a k o v l e v n a ! I’m sorry if I offended you). 10. Patronymic.

Patronymic, as a form of address, is considered as a colloquial and familiar address. It is mainly used in the circle of close friends (elderly age):

«П е т р о в и ч , вот на что он рассчитывает?» [9*] – translation (P e t r o v i c h , what does he expect?).

11. Last name.

This address formula functions in the academic settings, among classmates (basically, teenagers):

«Так, Ш о х и н а , у детей экзамены впереди!» [8*] – translation (So, S h o k h i n a , children will have exams!).

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It is important to note that the last name as an address expresses a wide range of connotations, which depend on the speaker’s intentions and intonation.

12. Name (neutral) + name (abbreviated) / name (abbreviated) + name (neutral).

Constructions of this type are used by people of any age and genders in situations of informal communication.:

r o n i k a , this is Nadya, open the door, please).

It should be noted that the second address (in the form of an abbreviated or a full name) is used if the interlocutor does not hear, does not react or does not pay attention to the first speaker’s address.

13. Noun (evaluative).

Evaluative nouns as terms of address have all kinds of connotations (polite, affectionate, rude, incorrect, etc.). Nicknames, affectionate and offensive terms of address, as well as the address, emphasizing close relationships between communicants made up this formula. Participants of communication use evaluative nouns in various informal communicative situations: among family members and relatives, friends, etc.:

«"Молчи, молчи, д у р а к , что ты делаешь-то?" – шепнул приятель, Слава Береж-

14. Adjective.

Adjectives as terms of address are used in informal communication with the aim of demonstrating the attitude towards the interlocutor. It is necessary to indicate that adjectives as terms of address express emotions and the speaker’s attitude to the listener. In the process of verbal communication adjectives can be combined with possessive pronouns and kinship terms in order to enhance the emotional effect:

«Д о ч е н ь к а … м о я д о р о г а я , молчи» [9*] – translation (D a u g h t e r … m y d e a r , keep quiet).

Adjectives as terms of address also convey the speaker’s negative emotions:

«У вас с головой всё в порядке, у в а ж а е м а я ?» [8*] – translation (Is everything all right with you, d e a r ?).

It should be noted that in the process of communication Russian address formulas perform various functions: nominative («Ой, б а б З и н , простите» [10*] – translation (Oh,

when you become a doctor, you will try to be smart)) ones. In the Russian-language culture there are a wide range of emotionally colored formulas of address, which are formed by means of various suffixes. Using these formulas, the interlocutor expresses his/her attitude and opinion to the addressee and shows his individual traits.

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III. Comparative analysis.

The study of English and Russian address formulas in informal communicative situations allowed to determine the features of the usage of these terms of address, as well as to identify convergent and divergent attributes of address formulas in both languages studied.

In most cases, Russian and English address formulas are the part of the sentence (they can be found at the beginning, in the middle and at the end of the phrase). In written speech these formulas are separated by a comma. In oral speech they are emphasized by intonation. However, in the process of speech communication, different address formulas can form an independent narrative or exclamatory sentence, a separate complete thought.

It should be noted that the linguistic environment (interjections, adjectives and possessive pronouns) influences on expressiveness and emotionality of terms of address in both language cultures. This environment allows to express a complex register of relationships between interlocutors, to characterize the addresser and the addressee, and to have a perlocutionary effect on the listener.

It should be emphasized that the Englishand Russian-speaking cultures have a wide selection of address formulas in informal communicative situations. These formulas implement various functions in speech. However, in the Russian language, there are more formulas of address in English because in the English language there are no terms of address by name, patronymic and last name. We note that in Russian informal communication, the usage of patronymic is mainly associated with expressing of both a respectful and familiar attitude to the interlocutor.

English terms of address are less emotional than Russian ones. This fact is explained by the fact that in the Russian speech culture there is a wide range of diminutive suffixes, that convey the speaker’s emotions and, thus, allow to more accurately express the addresser’s attitude to the addressee. In the Russian speech culture the expressiveness of the address is also achieved through diminutive suffixes, but their number is limited.

In the process of verbal communication, English and Russian terms of address implement identical functions: nominative, personifying, urging, perlocutionary, emotive and evaluative ones.

Conclusion

So, it can be summarized that the address is a special linguistic phenomenon that expresses various types of relationships, which connect interlocutors in informal communicative situations, conveys the speaker’s emotions and implements various functions in the process of communication.

As a result, it was found that representatives of the English-speaking culture use at least 10 address formulas and representatives of the Russian culture use 14 formulas in the process of informal communication. By means of a comparative analysis of English and Russian informal formulas of address, different characteristics of the functioning of these language formulas are identified, similarities and differences are revealed. From the point of view of syntax, Russian and English terms of address have the same position in the sentence or form an independent communicative act. Terms of address in studied languages are multifunctional. Since informal communication is characterized by expressiveness and dynamism, the address conveys emotions and evaluation of the speaker to the listener in the process of verbal communication. Emotionality and expressiveness of the address are achieved through diminutive suffixes. The Russian language, unlike English, has a wider register of diminutive suffixes, which allows more accurately to convey various connotations of address.

Knowledge of the peculiarities and specifics of the English and Russian address formulas used in informal communicative situations allow correctly to interpret the relationships between the interlocutors and their communicative intentions.

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References

[1]Lingvisticheskiy entsiklopedicheskiy slovar. Kommunikatsiya, URL: http://tapemark.narod.ru/les/233a.html (accessed – 5.08.19). (in Russian).

[2]Fedorova L.L. Formalnoye i neformalnoye obshcheniye: struktura i granitsy / Fedorova L.L. // Russkiy yazyk segodnya. X Shmelevskiye chteniya: X Shmelevskiye chteniya. Russkiy yazyk segodnya. Moscow. 24-26 February 2012. – Moscow. 2012. – pp. 395-405. (in Russian).

[3]Formanovskaya N.I. Kultura obshcheniya i rechevoy etiket / N.I. Formanovskaya. – ed. 2. – Moscow: IKAR. 2005. – 250 p. (in Russian).

[4]Delovoye obshcheniye i kommunikatsiya. Vidy obshcheniya, URL: http://insociety.ru/index.php?option=com_content&view=article&id=2:2011-04-%2018-10-30- 12&catid=1:2011-04-18-10-28-27&Itemid=2 (accessed – 5.08.19). (in Russian).

[5]Lingvisticheskiy entsiklopedicheskiy slovar. Rechevoy etiket, URL: http://tapemark.narod.ru/les/413a.html (accessed – 5.08.19). (in Russian).

[6]Nikolayeva L.S. Formuly rechevogo etiketa i adekvatnyye formy vyrazheniya kommunikativnogo namereniya vo frantsuzskom i russkom yazykakh / L.S. Nikolayeva // Aktualnyye problemy lingvistiki. literaturovedeniya. yazykovogo obrazovaniya: materialy II nauch. Sessii. – Moscow. 2009. – pp. 95-98. (in Russian).

[7]Agarkova O.A. Putilina L.V. Pragmatika i intonatsiya frantsuzskogo rechevogo etiketa / O.A. Agarkova. L.V. Putilina // Vestnik Orenburgskogo gosudarstvennogo universiteta. – Orenburg. 2013. – Issue 11(160). – pp. 186-191. (in Russian).

[8]Goldin V.E. Obrashcheniye: teoreticheskiye problemy / V.E. Goldin; pod red. L.I. Barannikovoy. – 2 ed. – Moscow: Librokom. 2009. – 127 p. (in Russian).

[9]Bolshoy entsiklopedicheskiy slovar. Obrashcheniye, URL: https://dic.academic.ru/dic.nsf/enc3p/217214 (accessed – 5.08.19). (in Russian).

[10]Romazanova O.V. Kommunikativno-pragmaticheskiye aspekty obrashcheniya v raznostrukturnykh yazykakh: dis. …kand. filol. nauk / O.V. Romazanova. – Kazan. 2007. – 200 p. (in Russian).

[11]Dzugayeva Z.R. Leksiko-grammaticheskaya kharakteristika obrashcheniy sovremennogo angliyskogo yazyka / Z.R. Dzugayeva // Nauchnyy almanakh. – Tambov. 2016. – Issue 5-2 (19). – pp. 329-331. (in Russian).

[12]Yanko T.E. Leksicheskaya semantika obrashcheniy: semanticheskiye osobennosti russkikh antroponimov i drugikh imen. oboznachayushchikh lyudey / T.E. Yanko // Yazyk i rechevaya deyatelnost. – Saint-Petersburg. 2011. – Vol. 11. – pp. 239-255. (in Russian).

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METHODS AND DIDACTICS

UDC 37.015.3

PERSONAL-PSYCHOLOGICAL STEREOTYPES OF STUDENTS' BEHAVIOR IN THE PROCESS OF COMMUNICATION IN FOREIGN LANGUAGE CLASSES AT TECHNICAL UNIVERSITIES

O.F. Nesterova

____________________________________________________________________________

Voronezh State Technical University

Lecturer of the Chair of Foreign Languages and Translation Technology Olga Fyodorovna Nesterova

e-mail: helga0720@mail.ru

____________________________________________________________________________

Statement of the problem. The article discusses and analyzes the objective and subjective preconditions that affect the learning process, on the basis of a study conducted with the students of a non-linguistic university, various behavioral stereotypes are presented and methods of successful communication are suggested depending on personal psychological factors.

Results. The article identifies the conditions affecting the process of learning a foreign language by students of technical universities, analyzes the behavior of students in the process of their communication in a foreign language classroom, and in accordance with the data obtained, personality-psychological stereotypes of behavior are determined. The principles underlying the effective learning process are investigated. The factors determining the successful acquisition of a foreign language are indicated. The ways of a differentiated approach to students of technical specialties with various personality and behavioral characteristics are presented.

Conclusions. The behavior of students is closely related to their communicative, cognitive abilities and psychological characteristics. The principles that influence the effectiveness of student learning at a technical university include: the principle of problematicity, the principle of a differentiated approach, the principle of a communica- tive-situational approach, the principle of variable work. The following factors contribute to the implementation of these principles: motivation, a gradual approach to learning, emotional involvement, interest, and error preparedness. The effectiveness of the process of teaching a foreign language depends on the following criteria: motivational, emotional, cognitive, personal, psycho-physiological, etc. It is also important to use a differentiated approach that will allow you to take into account the behavioral aspect when planning foreign language classes.

Keywords: behavioral stereotype, individual psychological characteristics of a person, communicative and cognitive abilities, socio-cultural factor, motivation, behavioral aspect, successful communication.

For citation: Nesterova O.F. Personal-psychological stereotypes of students' behavior in the process of communication in foreign language classes at technical Universities / O.F. Nesterova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 3 (26). – P. 61-70.

Introduction

As early as the first half of the twentieth century, psychologists noted that the ability to carry out the communicative process is of paramount importance for the successful implementation of a person.

Many psychologists define the communicative situation that arises when people have something to say and when people are interested in making a statement as the main point of communication [1, p.137]. The creation of such a situation contributes to the development of communication skills in the process of learning a foreign language. Communicative abilities are individual psychological qualities of a personality that ensure the effectiveness of communication with other personalities.

___________________

© Nesterova O.F., 2019

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In recent years, interest in the student’s personality as a subject of educational activity and his creative abilities has grown significantly. This is due to the fact that the areas of needs, interests and motives for mastering foreign-language communicative activity are directly dependent on the individual psychological characteristics of the student. The individual personality traits largely determine the abilities of the trainees.

In world psychology, a number of concepts have been developed that affect the psychological characteristics of mastering a foreign language. Such well-known teachers and psychologists as I.M. Berman, I.L. Bim, I.A. Winter, G.A. Kitaygorodskaya, A.A. Leontiev, M.V. Lyakhovitsky, B.V. Belyaev, E.I. Passov and others in their works touch upon the specifics of teaching a foreign language. The questions of teaching a foreign language to students of technical universities are described in the works of G.G. Khantseva, I.A. Tsaturova [2] and others.

Research Methodology

In this article, the object of research is the behavior of students of a technical university in the process of communication in foreign language classes. The subject of the study is the personal behavioral aspects and the factors that determine them.

The purpose of the study is to determine the forms and methods of work that stimulate the successful communication of students in accordance with their behavioral aspects.

The experimental base of the study was students of Voronezh State Technical University. Behavioral stereotypes of students of diverse groups in foreign language classes were identified and studied. About 200 students took part in the practical part of the study. We also studied theoretical sources of educational psychology.

In the course of the study, methods of direct targeted observation of the behavior of students of various specialties in the process of communication in a foreign language in a natural experiment were used, and the pedagogical experience obtained in the process of working in foreign language classes was analyzed.

The results of the research

Despite the need of society for specialists who speak a professional foreign language, the process of teaching a foreign language is very complicated at a technical university. Difficulties in learning a foreign language are primarily associated with artificial conditions created in the learning process. A “hindrance” is also a steadily formed native language. The process of learning a foreign language has certain specifics. If the mastery of the mother tongue can be described as a “spontaneous process”, then when teaching a foreign language a motivated nature of work is required.

It is no secret that at a non-linguistic university when studying a foreign language a number of objective difficulties arise due to the following factors:

1)students of technical universities often do not classify “Foreign Language” as “significant” discipline that is important for their future profession [3, p. 37], as a result of which there is a lack of proper attention to the language and a lack of internal motivation;

2)the contingent of one study group in a non-linguistic university can be quite variable both in terms of knowledge and individual psychological data, which entails a decrease in motivation for students who speak a foreign language at an “advanced level”, and a lack of interest among students with a lower level of knowledge of a foreign language;

3)limiting the number of class hours devoted to learning a foreign language.

There are also subjective difficulties in mastering a foreign language which are studied in the works of Zimnyaya I.A., Klychnikova Z.I., Bim I.L., Gez N.I., Lyakhovitsky M.V. [4, p. 85].

The psychological aspect of the problem is related to the attitude to educational activity, which is due to the "personal meaning" [5, p.138]. The process of studying a foreign language by students of technical universities is also influenced by socio-psychological factors.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (26), 2019 ISSN 2587-8093

There are several psychological problems that most often arise for students of English: self-doubt, inability to set real goals, fear of making a mistake, avoiding public speaking, fear of seeming ridiculous [6, p. 275].

According to the studies of psycholinguists, the process of teaching a foreign language goes through 3 successive stages: motivational-incentive, research and executive. With their help, we are trying to remove the problem of the psychological “barrier” and contribute to the development of communication skills, which echoes the studies conducted by I.A. Zimnyaya [7, p. 337].

To identify the behaviors of students of a technical university in the process of foreign language communication in order to determine the various forms and methods of working with this category of students, we conducted a study in which it was found that the behavior of students in foreign language classes in the process of communication or preparation for it varies or "there is an instability in the behavior of students ....". For some, in the process of communication, such manifestations as restraint, dryness, timidity, isolation and tension are characteristic, which is an obstacle to successful communication. Other students feel quite comfortable and confident, without experiencing any difficulties in communication. The reason for this behavior can be not only the lack of the proper level of knowledge, but also the individual characteristics of the person, which may turn out to be the main reason for the failed communication. Students with a sufficiently high level of knowledge and good vocabulary, grammar and language skills sometimes find themselves on the verge of a communicative “catastrophe”, and students whose language skills are lower demonstrate greater confidence, which helps them to communicate and is an incentive for the development of acquired skills and improvement of speech skills.

As B.M. Teplov mentions: "The concrete manifestation of the general law of psychology always includes the factor of personality, the factor of individuality" [8, p. 14]. The individual psychological factors of personality include temperament, especially perception, attention and memory. There is a connection between these factors and the difficulties encountered in learning a foreign language.

In our country, the methodological foundations of abilities were considered in the work of S.L. Rubinstein. In particular, it considers the need to study mental processes, mental activity and abilities [9, p. 288]. In the Large Explanatory Psychological Dictionary, the definition of ability is presented as “a system of generalized mental activities fixed in the individual” [1 **, p. 158].

We can attribute the individual characteristics of the personality and its abilities to internal factors affecting the study of a foreign language. External factors include: psychological, cognitive and sociocultural ones [10, p.175].

The psychological factors that determine the process of mastering educational material include temperament, which usually characterizes the "innate features of a person that determine the nature of his psyche - the degree of poise, emotional mobility" [2 **, p. 401]. The main components of temperament are general psychological activity; emotionality.

According to the teachings of I.P. Pavlov there are four types of temperament: choleric, sanguine, phlegmatic, melancholic, each of them is based on a certain type of nervous system. In specialized training, temperament plays a leading role. Students with the temperament of sanguine and choleric are most often extroverts, and phlegmatic and melancholic are introverts. It is assumed that the people with the temperament of phlegmatic and melancholic have the greatest difficulty in learning a foreign language. And for choleric and sanguine people, the development of such cognitive processes as attention, perception, memory occurs more efficiently.

The manifestation of signs of a particular temperament in a person results in cognitive processes: speed of perception, fixed attention, selectivity, memorization, speed of learning and processing of foreign speech, memory, which are of great importance in the process of learning

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