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THE IMPORTANCE OF CREATING AN EMOTIONALLY POSITIVE
ATMOSPHERE WHEN TEACHING A FOREIGN LANGUAGE
Nurkhassym Bayan Bakytzhankyzy
1-year master’s student
of the
Foreign Languages Theory and Practice Department,
Astana International University, Astana
, Kazakhstan
This article delves into the intricate interplay between emotions and the pedagogical process of
teaching foreign languages within school settings. It conducts a concise examination of the
phenomenon of "low motivation" and delineates its underlying structure. Moreover, it elucidates the
multifaceted roles of emotions, elucidating their cultural and pedagogical significance. The article
meticulously delineates the causative factors underlying encountered difficulties, showcasing their
capacity to exert influence on behavior, particularly speech patterns.The overarching aim of the study
is to scrutinize the emotional dynamics pervading the professional, methodological, pedagogical, and
psychological dimensions of foreign language instruction. It predominantly underscores the
regulatory function of emotions, elucidating their pivotal role in shaping the emotional ambiance
within foreign language classrooms.Empirical evidence substantiates the assertion that fostering a
positive emotional milieu exerts a salutary impact on foreign language acquisition. The author
advocates for further inquiry into the influence of emotions not only on students but also on educators,
underscoring the imperative of continued research in this domain.
The shift from a knowledge-based to an activity-based educational paradigm has led to
significant changes in the modern education system. Today, the focus is on the student's personality,
motives, interests, and emotions within the educational space. Emotions play a crucial role in
education, influencing all aspects of the learning process. Emotions are intertwined with learning,
capable of both enhancing and hindering the learning process. The emotional sphere is now a subject
of research among psychologists, teachers, and methodologists, as emotions are recognized to shape
human behavior, attention, will, and memory.
Domestic and foreign psychologists have been researching emotions for a long time (P.K.
Anokhin, V.K. Vilyunas, N.V. Witt, A.N. Leontiev, P.V. Simonov and others). Speaking about the
physiological, psychological, cultural and educational significance of emotions for a person, R.K.
Bozhenkova notes that emotions: "cover all types of social activities that form a communicative
space: media, politics, everyday communication. Emotions have become the most important
components of the mind, thinking and linguistic consciousness of a modern person belonging to any
linguistic culture." [3; 7] Studying the cognitive processes of personality consciousness, B.I. Dodonov
notes that emotions are able to regulate human behavior and speech behavior. [5; 272] D. Goleman,
considering emotional intelligence, includes knowledge of one's emotions; emotion management,
motivation for oneself; recognition of emotions in other people, maintaining relationships, as well as
personal qualities such as enthusiasm, perseverance and social skills. [4; 478] Being one of the most
important parts of a person's social nature, emotional intelligence determines the quality and
productivity of his activities. Modern research in the field of psychology allows us to establish the
nature of the relationship between negative and positive emotions in the structure of purposeful
human behavior with different results (not very successful and successful). Thus, E.A.Yumatov
developed a dynamic theory of emotions based on information and biological theories. The researcher
studied in detail and described the stages of emotion development in a person's purposeful behavior,
depending on his personality traits and the ratio of the expected and received result. The theory of
emotions presented by the scientist proved the possibility of controlling and managing emotions in
the organization of purposeful behavior and identified ways to achieve such behavior. Renowned for
his studies on facial expressions and emotions, Ekman's work has contributed significantly to our
understanding of how nonverbal cues can influence interpersonal interactions. Body language plays
a significant role in creating an emotionally positive atmosphere in teaching English. Nonverbal cues
such as facial expressions, gestures, posture, and eye contact can convey warmth, enthusiasm, and
empathy, which are essential for building rapport with students and establishing a supportive learning
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environment. By using open and welcoming div language, educators can communicate their
interest, attentiveness, and approachability, thereby encouraging students to feel more comfortable,
engaged, and connected during English language lessons. Positive div language can also help
convey confidence, clarity, and enthusiasm, which can enhance the overall learning experience and
foster a sense of trust and mutual respect between teachers and students. In essence, the connection
between div language and emotional positivity in teaching English lies in the ability to create a
welcoming and supportive atmosphere that promotes effective communication, collaboration, and
learning. Introverts and extroverts can both play important roles in creating an emotionally positive
atmosphere in teaching English, each bringing unique strengths to the learning environment.
Introverts may excel in creating a calm and focused atmosphere, where students feel comfortable
expressing themselves without feeling overwhelmed by excessive stimulation.
On the other hand, extroverts can bring energy, enthusiasm, and dynamism to the classroom,
creating a lively and engaging atmosphere that motivates students to participate actively and
collaborate with their peers. Their outgoing nature can help break the ice, encourage student
interaction, and inject a sense of fun and excitement into English language lessons. It should be
particularly noted the experimental data of N.F. Kaskova, Yu.N. Krainova and E.N. Tregubova, who
in their experiments proved that the process of memorizing any information, including foreign
language, presented in an emotionally positive way, is much more effective than memorizing neutral
information. Tregubova, "memorizing emotionally colored information is not only more successful,
but also more stable in relation to factors that worsen the reproduction of words more firmly and for
a long time."[7; 222]
Have scientists from Harris Insights & Analytics found out that many students suffer from self-
doubt and constant anxiety related to school. What prevents students from learning and how to
influence it? All internal attention is spent on domestic conflict, and energy is spent on adapting to
the situation. At school, such a child becomes distracted and forgetful. Previously, students' non-
standard thinking was evaluated, unusual problem solving options and interesting thoughts were
encouraged. Today, most tasks are performed by children in the form of testing, and studying becomes
uninteresting and monotonous work. Because of this, children do not want to think creatively, to
reflect. Today, children stay at home a lot doing nothing. Because of this, they lose their desire to
explore the world and communicate with their peers. But when children have no communication,
motivation is lost. Motivation plays a big role in learning a foreign language, which determines the
productivity of educational activities. And without motivation, neither study nor personal
development is possible. A student may not like public speaking, even if he has never been wrong.
Personality traits - for example, the type of temperament or character - determine children's behavior,
even if not 100 percent. At the same time, the fear of speaking is not necessarily related to cognitive
abilities — the child will solve written tasks for the maximum score, but get lost at the blackboard.
At home, a child can be considered the smartest, most beautiful and brave — everyone likes how he
reads, draws and sculpts from sand. Of course, such a miracle does not deserve a "three" for the
answer at the blackboard. The need to meet expectations does not allow him to feel free, makes him
control every step. If, at the same time, the teacher also demands too much from the child or behaves
rudely with him — for example, jokes in front of the whole class about his mistakes — then the
student will doubt himself more and more.
The teacher plays a central role in creating a supportive learning environment. The teacher
should present the information in a way that is understandable, and use verbal and non-verbal means
to create a friendly atmosphere in the lesson. P.V.Simonov proved that negative emotions are caused
due to insufficient information, and positive emotions are caused when there is enough information
or it is in excess [6; 20]. One of the ways to create a favorable atmosphere is the use of gaming
technologies in the educational process. This technology makes it possible to apply knowledge that
students have dealt with only in theory. It is necessary to use non-traditional forms of teaching,
especially at the initial stage of learning, using situational and game techniques. It is necessary to
keep in mind the differentiated approach. It has been noted that, even without using sophisticated
methodological techniques, teachers achieve good results if they are able to create an environment in
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which students work with full dedication. M.A.Ariyan and S.V.Chernyshov, speaking about the
culture of speech of a foreign language teacher, note that "emotionally colored speech tools, addressed
directly to the emotional and motivational sphere of students, enhance the significance of what has
been said and increase the interest" in mastering foreign language speech. [2; 91]
In the realm of foreign language education, creating a positive emotional environment is crucial
for optimal learning outcomes. Research shows that positive emotions enhance cognitive abilities and
aid in memory retention. By fostering a nurturing and supportive atmosphere, language learners are
more motivated, engaged, and confident, leading to increased participation, improved language skills,
and deeper understanding. Modern educational approaches emphasize the importance of non-didactic
elements in language teaching, highlighting the need for a secure and motivating environment that
encourages learning. Building meaningful relationships between students and educators is key to
facilitating effective learning experiences. In the contemporary foreign language classroom,
characterized by dynamic interactions and emotional intensity, cultivating a positive emotional
atmosphere is essential for enhancing learning effectiveness and overall satisfaction for all involved
parties.
REFERENCES
1. Andreeva, I.N. On the new theory of emotional intelligence / I.N. Andreeva // Bulletin
of the Belarusian State University. - 2010. – No. 3. – pp. 48-51
2. Ariyan, M.A. Realization of the regulatory function of emotions in the educational
process in a foreign language /M.A. Ariyan, S.V. Chernyshov // Language and culture. – 2022. –
No. 58. – pp. 91-106
3. Bozhenkova, R.K. Problems of modern society: the role and functions of emotions in
communicative relations / R.K. Bozhenkova, N.A. Bozhenkova, D.V. Atanova // Proceedings of
the Southwestern State University. Series Linguistics and pedagogy. – 2012. – No. 1. – pp. 7-12
4. Goleman, D. Emotional intelligence / D. Goleman / translated from English by A.P.
Isaeva. – M.: ACT: ACT MOSCOW; Vladimir: VKT, 2009. – 478 p.
5. Dodonov, B.I. Emotion as value / B.I. Dodonov. – M.: Politizdat, 1978. – 272 p.
6. Simonov, P.V. Emotional brain / P.V. Simonov. – M.: Nauka, 1981. – 215 p.
7. Tregubova, E.N. Training of a foreign language teacher in the specialty "Linguistics and
intercultural communication" taking into account the emotional factor: PhD thesis. ... pedagogical
sciences:13.00.08 / Tregubova Elena Nikolaevna. –Voronezh, 2001. – 222 p.
PSYCHOLOGICAL STATE AND BEHAVIOR OF STUDENTS IN LISTENING AND
SPEAKING
Rakhimova Madina 3rd year student,
Dauletmuratova Kh. Scientific advisor
NSPI, English language and literature, Nukus
Effective communication is essential for success in academic, professional, and social settings.
Listening and speaking are two key language skills that allow individuals to interact with others and
exchange information. Communication is the main form of interpersonal relationships, through
which people interact with each other spiritually, exchange information, interact with each other,
feel and understand each other [1; 4]. However, the ability to listen and speak effectively can be
influenced by a variety of psychological factors.
This scientific article explores the psychological constructs that influence students'
listening and speaking performance. Drawing upon a comprehensive theoretical framework, the
article examines the role of attention, memory, motivation, and anxiety in listening and speaking. The
findings provide valuable insights for educators and researchers seeking to enhance students'
language learning and communication skills.
"Listening and speaking are essential language skills that play a crucial role in students'
academic and social development" [2;15]. The psychological state of students can significantly
influence their ability to effectively listen and speak in various learning contexts. Our scientific thesis
