Psychological and Linguistic Peculiarities of English Mastering by the Children of Young School Age in the Process of Associative Symbols Usage
Objective. The psychological features of the associative symbol method in the study of children who learn foreign languages are considered in the article.
Research methods: theoretical (analysis, systematization, generalization of modern literature); empirical (experimental work using the ASM); statistical (methods of quantitative and qualitative processing of the obtained research results, statistical calculation according to the Pearson homogeneity criterion).
Results. The authors have examined the essence of the «association» concept in modern psychology and psychophysiological mechanisms of creating of associative relationships in the human mind. It was discovered that associative zones directly affect the process of remembering of very complex information, especially in elementary school pupils. Taking into account associations by type of formation (similarity, contrast, contiguity in space and time, cause and effect), it is found that associative relations and parallels arise on the basis of agreement of some similarity and compatibility of elements, or their opposites. Associations that reflect the ancestral and cause-and-effect relationships between objects of the environment are more meaningful than others. The study takes into account a set of conditions that cause the emergence of verbal associations, because they are based on personal, subjective, cultural experience of a person and involves the connection between individual neuro-psychic acts, thoughts, ideas, feelings of personality. It is proven that elementary school pupils learn foreign words much faster if the words are related with a particular image or association, which conforms to the associative symbol method, which is one of the most effective ways to semantise lexical units. Based on the fundamental characteristics of the ASM, it is determined that this method involves combinations of language, gestures, facial expressions, body language, language code ideas and associations.
Conclusions. It is proved that the use of the associative symbol method in learning of a foreign language allows younger students to perceive language material with the help of all analyzers: visual, auditory, speech and motor ones. The process of new words and expressions learning with this method turns into fun and play. An important aspect and advantage of using the associative symbol method is lesser amount of tirelessness of elementary school pupils, which allows to effectively implement language learning through their personal activity. The effectiveness of ASM implementation in the practice of educational activity of Lutsk schools is proved by the method of mathematical statistics (χ2 criterion)
• Vundt, V. (2002). Vvedenie v psihologiyu [Introduction to Psychology]. St. Petersburg: Piter [in Russian].
• Goroshko, E.I. (2001). Integrativnaya model svobodnogo assotsiativnogo eksperimenta [Integrative Model of a Free Associative Experiment]. Harkov – Moscow: RAN. Inos. yazyikoznaniya, Izdatelskaya gruppa «Ra-Karavella» [in Russian].
• Husak, L.Ye. (2014). Pidhotovka maibutnikh uchyteliv do asotsiatyvnoho navchannia inozemnykh mov uchniv pochatkovoi shkoly [Preparing future teachers for associative foreign language teaching of elementary school students]. Lutsk: Vezha-Druk [in Ukrainian].
• Denysevych, O. (2010). Vilnyi asotsiatyvnyi eksperyment yak zasib doslidzhennia sotsialnoho portretu [Free associative experiment as a mean of social portrait research]. Volyn-Zhytomyrshchyna, 22(2), 334–340 [in Ukrainian].
• Dolinskiy, V. (2012). Modelirovanie verbalnyih assotsiativnyih poley v kvantitativnoy lingvistike [Modeling verbal associative fields in quantitative linguistics]. Extended abstract of Doctor’s thesis. Moscow [in Russian].
• Zahorodnia, O.F. (2018). Asotsiatyvni polia suspilno-politychnoi leksyky v movnii kartyni svitu ukraintsiv (kompiuterne opratsiuvannia rezultativ psykholinhvistychnoho eksperymentu) [Associative fields of socio-political vocabulary in the linguistic picture of the world of Ukrainians (computer processing of the results of the psycholinguistic experiment)]. Candidate’s thesis. Kyiv [in Ukrainian].
• Ibragimova, R.E. (1999). Lingvodidakticheskie i psiholingvisticheskie osnovyi semantizatsii i aktivizatsii leksikona mladshih shkolnikov metodom assotsiativnogo polya [Linguodidactic and psycholinguistic foundations of semantization and activation of the vocabulary of primary school children with the associative field method]. Candidate’s thesis. Ufa [in Russian].
• Ivantsova, O.P. (2015). Asotsiatyvne myslennia yak skladova intensyfikatsii movnoi pidhotovky viiskovosluzhbovtsiv [Associative thinking as a component of the intensification of language training for military personnel]. International Scientific and Practical Conference “World Science”. URL: http://archive.ws-conference.com/wp-content/uploads/1076.pdf
• Leontev, A.A. (1977). Obschye svedenyia ob assotsyatsyiah i assotsyatyvnyih normakh [General information about associations and associative norms]. In A.A. Leontev (Ed.), Slovar assotsyativnyh norm russkoho yazyika – Dictionary of associative norms of the Russian language (pp. 5–16). Moscow: Izd-vo Mosk. un-ta [in Russian].
• Markova, N.G. (2002). Razvitie rechevoy deyatelnosti mladshih shkolnikov na osnove sredstv assotsiativnogo voobrazheniya [The development of speech activity of primary schoolchildren on the basis of associative imagination]. Candidate’s thesis. Kazan [in Russian].
• Marchuk, U.B. (2008). Verbalni asotsiatsii u psykholinhvistychnykh doslidzhenniakh [Verbal associations in psycholinguistic researches]. Linhvistychni studii – Linguistic studios, 16, 19–24,
• Matyugin, I.Yu., & Slonenko T. B. (2000). Sekretyi zapominaniya angliyskih slov [Secrets of remembering of English words]. Donetsk: Stalker [in Russian].
• Patsis, M. (2005). Assotsiativnoe pole kak instrument analiza znacheniya slova: na materiale grecheskogo yazyika [Associative field as a tool for analyzing the meaning of the word: on the material of the Greek language]. Candidate’s thesis. Institut yazyikoznaniya RAN. Moscow [in Russian].
• Surmach, O.Ya. (2012). Asotsiatyvnyi eksperyment ta verbalni asotsiatsii u psykholinhvistychnykh doslidzhenniakh [Associative experiment and verbal associations in psycholinguistic studies]. Naukovi zapysky [Nats. un-tu «Ostrozka akademiia»]. Ser.: Filolohichna – Scientific notes [National University “Ostroh Academy”]. Series: Philology, 29, 22–24.
• Terekhova, D.I. (2000). Typolohiia verbalnykh asotsiatsii u vilnomu asotsiatyvnomu eksperymenti [A typology of verbal associations in a free associative experiment]. Naukovi zapysky. [Kirovohradskyi derzhavnyi pedahohichnyi universytet im. V. Vynnychenka]. Ser.: Filolohichni nauky (Movoznavstvo) – Scientific notes [Kirovograd State Pedagogical University named after V. Vinnichenko]. Philological sciences (Linguistics), ХХVI, 236–246 [in Ukrainian].
• Khraban, T. (2016). Vykorystannia asotsiatyvnoho eksperymentu yak odnoho z osnovnykh metodiv psykholinhvistyky v doslidzhenni internet-komunikatsii [The use of associative experimentation as one of the main methods of psycholinguistics in the study of Internet communication]. Visnyk Lvivskoho universytetu. Ser. Pedahohichna – Bulletin of the Lviv University. Pedagogy Series, 30, 163–175 [in Ukrainian].
• Tsigen, T. (1909). Fiziologicheskaya psihologiya [Physiological psychology]. Moscow: Izdanie Lepkovskogo [in Russian].
• Shevchenko, M. (2014). Asotsiatyvne navchannia na zaniattiakh z anhliiskoi movy v nemovnykh vyshchykh navchalnykh zakladakh [Associative English classes at non-linguistic higher education institutions]. Molodyi vchenyi – Young scientist, 1(03), 184–188 [in Ukrainian].
• Shyriaieva, T.M. (2011). Psykholinhvistychni osoblyvosti vynyknennia asotsiatsii v protsesi ovolodinnia inozemnoiu movoiu [Psycholinguistic features of the emergence of associations in the process of mastering a foreign language]. Psiholingvistika – Psycholinguistics, 8, 84–88 [in Ukrainian].
• Buzan, T. (2003). Mind Maps for Kids. London Harper Thorsons.
• Deese, J. (1965). The structure of association in language and thought. Baltimore, MD: John Hopkins University Press.
• Edwards, B. (2001). The new drawing on the right side of the brain. London: Harper Collins.
• Galton, F. (1883). Inquiries into human faculty and its development. London: JM Dent & Company.
• Hall, S., Rumney, L., Holler, J., & Kidd, E. (2013). Associations among play, gesture and early spoken language acquisition. First Language, 33(3), 294–312. https://doi.org/10.1177/0142723713487618
• Lum, J.A.G., & Kidd, E. (2012). An Examination of the Associations Among Multiple Memory Systems, Past Tense, and Vocabulary in Typically Developing 5-Year-Old Children. Journal of Speech, Language, and Hearing Research, 55, 989–1006. https://doi.org/10.1044/1092-4388(2011/10-0137)
• Mednich, S.A. (1969). The associative basis of the creative process. Psychol. Review, 2, 220–232. https://doi.org/10.1037/h0048850
• Müller, G.Е. (1911–1913). Zur Analyse der Gedachtnistatigkeit und des Vorstellungsverlaufes, B. 1-3. Leipzig.
• Quinn, S., Donnelly, S., & Kidd, E. (2018). The relationship between symbolic play and language acquisition: A meta-analytic review. Developmental Review, 49, 121–135. https://doi.org/10.1016/j.dr.2018.05.005
Abstract views: 816 PDF Downloads: 584
This work is licensed under a Creative Commons Attribution 4.0 International License.