Knowledge of foreign languages ​​opens up enormous opportunities and prospects in our lives. First of all, knowledge of foreign languages ​​gives you great chances to profitably get a prestigious, highly paid position both in our country and abroad. In addition, knowledge of the language will not be superfluous for those people whose activities or lifestyle involve frequent stays abroad. And of course, the need to learn one or another foreign language arises among those who plan to change their permanent place of residence to live in another country. There are indeed many reasons that can be an incentive for learning foreign languages, but many of us have probably encountered a situation where, having made a firm intention and having a desire to learn a foreign language, we are faced with the problem that the first or any other chosen methods do not give any results . This question immediately has the simplest and easiest answer - a person simply does not have the ability to learn foreign languages.

Firstly, do not panic and refuse further training. This judgment is absolutely unfounded and incorrect. We can agree with the fact that children are more receptive to science than adults, but there are no people incapable of foreign languages! Even the laziest can be taught a foreign language at the user level in approximately 7-9 months, which already speaks volumes for those who want to achieve good results and master a foreign language perfectly.

No one claims that learning and mastering a foreign language perfectly is quite simple. To do this, you will need to show diligence, patience, you will have to concentrate all your attention on the learning process, and you will need to spend more than one hour of your free time learning the basics, but if the result is important to you, you should not refer to the excuse of a learning disability and stop halfway . If there is a goal or need, it all depends only on you!

As a rule, in most cases the main reason that hinders the teaching of foreign languages ​​is an incorrectly selected methodology. Inconvenient training schedule or, in some cases, psychological incompatibility with the teacher. We can also highlight a situation where a person already speaks several foreign languages ​​and for one reason or another, a certain psychological barrier may appear that interferes with the perception of another foreign language. The reasons may be of different nature, but in order to achieve further results it is necessary to identify them and correctly select the right “key” to eliminate them.

Unfortunately, the most acute problem is the outdated and traditional methods of teaching foreign languages ​​in many educational institutions- schools, lyceums, universities. Also, many tutors, adhering to these methods in the case of private tuition, pay great attention to the study of grammar, complex speech patterns or boring rules, but in most cases, for students, it is more important to master a foreign language at the level of communication, so they have absolutely no need for complex grammar.

Taking into account statistical data, 70-80% of students need to master spoken language. Thus, a very important point in teaching is to divide students into linguists and ordinary users. Considering the statistics, 70-80% of students need to master conversational speech, which they need for communication, correspondence, reading literature, or if they are abroad. In other words, at the moment it is high time to divide But, despite the bad and inconclusive results in the case language training on the old basis, the state continues to allocate huge amounts of money to the general education system, and this is one of the most common problems.

As for the “inability to learn foreign languages” - if we rely on widespread statistics, about 6-15% of the population really have an inclination to learn any foreign languages. Besides, these are just statistics. Indeed, there is a tiny percentage of people who can perfectly master a foreign language and at the same time not “give away” their characteristic accent in a conversation. Even a professional philologist or translator with many years of experience cannot always “hide” or get rid of a characteristic accent, since this is a very complex and sometimes not even possible process, down to the special structure of the speech apparatus. Also big role The acting abilities and psychological qualities of each person play a role. But in this situation we are not talking about perfect pronunciation and knowledge of a foreign language.

In most cases, for many of us, learning a foreign language is necessary in order to express ourselves and understand, so we need to find our own acceptance and our own approach when learning and mastering a foreign language. Quite often, the teaching method chosen by the teacher for one student is absolutely not suitable for the rest, but, following the set goal, the teacher persistently and to no avail tries to impart knowledge. Unfortunately, this situation happens quite often, which leads to the fact that because of this, many people lose any desire, for example, and there is a strong opinion that a person simply “does not have the ability to learn a foreign language.” You can also consider the situation, perhaps comical at first, that even from school days, many students “pop up” the image of a not entirely correct teacher, classes with whom cannot be compared with a comfortable learning moment. Childhood and youth memories are quite strong, so during the learning process the image of the teacher involuntarily emerges, but, nevertheless, this is a long time ago. For example, communicative teaching methods and all kinds of immersion in the language environment are contraindicated for people of a melancholic disposition. For people with this type of nervous organization, it is better to calmly and measuredly learn a foreign language, with the help of tutorials or audio programs. For those who cannot decide on the choice of the right methodology or course in mastering a foreign language, psychological testing will help, but this is only if the person himself understands what he needs to undergo psychological test and get recommendations from psychologists.

Abilities for foreign languages ​​are, of course, special abilities. But within the framework of this concept, attempts are also being made to identify certain types of it. It is proposed, for example, to distinguish between speech abilities (the ability to practically master foreign languages) and linguistic abilities (the ability to research work in the field of linguistics). From the point of view of psychological science, of course, the ability to master foreign languages ​​is of greater interest, although such a division should be considered rather arbitrary. It is not easy to imagine a person who has linguistic abilities, but is not able to master several foreign languages. Most likely, the exact opposite statement will also be true: with proper motivation, a person who speaks many foreign languages ​​will be able to make a certain contribution to linguistics.

First of all, it is necessary to consider the totality of those cognitive operations (components of special abilities) that distinguish the most successful students. Researchers have identified a relatively small number of them. Most often, the importance of developed verbal memory is noted, ensuring the rapid formation of verbal associations, their mobility and rate of association, effective learning of foreign words along with their equivalents in native language. High sensitivity to the functions of words in a sentence, speed and ease of formation of functional linguistic generalizations also occupy an important place in this list. And finally, the third group of components covers imitation speech abilities, auditory differential sensitivity, and plasticity of the articulatory apparatus.

A special role in predicting abilities in foreign languages ​​is given to achieved by man level speech development in native language. After all, people master it in childhood and use it in speech mental activity and at first glance it seems that all native speakers have approximately the same level. However, if you ask a randomly selected group of people to name as many words as possible in three minutes, or to come up with a sentence that necessarily includes three of the proposed words, differences will quickly appear. But when mastering the vocabulary of a foreign language, coding and mediation are carried out on the basis of updating stable interword associative connections, reflecting the organization of the native language system. For people who speak several foreign languages, when learning new vocabulary, there is a comparison of the structures of different languages, which, when memorizing, manifests itself in the mediation of material on the basis of previously acquired foreign language systems. For this reason, it is not uncommon for professional simultaneous interpreters who speak several foreign languages ​​to continue translating after some hesitation, but into another language, without noticing it at all.

It should also be emphasized that abilities are a dynamic phenomenon that develops in the process of engaging in relevant activities. In the process of mastering languages, the development of abilities is primarily manifested in the specifics of the organization of verbal memory and the nature of the relationships between language systems. This fact was experimentally confirmed during a comparative analysis of the process of mastering a completely unfamiliar language by people with obviously different levels of proficiency in foreign languages. The experimental group consisted of persons with higher philological education, fluent in several foreign languages ​​and 5th year students of language universities, numbering 9 people aged 22-30 years. Hypothetically, thanks to active foreign language speech activity, they should have developed a specific psychophysiological speech organization that would ensure the rapid formation of skills and abilities when mastering a new language system. The control group consisted of 12 people aged 20-30 years who did not have a special philological education. As one might expect, philologist subjects were more successful in learning artificial words. It took them significantly fewer presentations to learn the words. Apparently, people who speak several foreign languages ​​have more opportunities in terms of sound and semantic differentiation through the use of stable interverbal connections of foreign language systems, greater activity, expressed in the use of various private methods of organizing and mediating the material. Its subjective organization was carried out on the basis of grammatical classification (division into nouns, adjectives, verbs). The success of memorization was facilitated by the compilation of several artificial words complete sentences. The meanings of words denoting animals were easily learned. The subjects conditionally assigned nicknames to the animals that corresponded to the given artificial equivalents. One might think that the specific speech organization of those who speak several languages ​​represents unified system interverbal neural connections within individual language systems, as well as external urgently formed connections between the structures of multilingual systems.

Diagnosing abilities in foreign languages ​​involves searching for more specific indicators based on the set of cognitive operations discussed above. Their number depends to a certain extent on the authors’ points of view on the process and result of learning foreign languages. Among the most common are: a) the pace and strength of learning foreign words along with their equivalents in the native language; b) the speed of formation of associations and associative systems; c) probabilistic forecasting; d) characteristics of an individual dictionary in their native language; e) quality of sound discrimination; f) the effectiveness of establishing language rules and generalizing language material.

Evidence of the existence of special abilities for languages ​​could also come from clinical data on speech restoration in polyglots. However, numerous hypotheses regarding which of them may be the least susceptible to damage or which recovers faster after a brain injury or disease are quite contradictory. In one study, for example, a patient who was fluent in German, Farsi, and English did not speak at all for the first week after injury. Then for five days he used a little Farsi, and for the next three weeks he spoke only German, even if he was addressed in Farsi. Then suddenly he spoke Farsi again, and four days later he had complete control of all three languages. The conclusion is that the violation is possible separately for each language, and any of them can be selectively used as a means of communication in a certain period of time. There is evidence in the literature that the specifics of language recovery after brain injury depend on factors such as the cerebral representation of the second language, teaching method, level of language proficiency, and individual cognitive style. It seems that the use of nuclear magnetic resonance promises significant opportunities for understanding the phenomenon, when it will be possible to conclude which parts of the polyglot’s brain are most active when using different languages.

ABILITIES TO STUDY FOREIGN LANGUAGES AND FEATURES OF THEIR DEVELOPMENT IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE AT A TECHNICAL UNIVERSITY

Komarova Elena Vasilievna 1, Shadova Alexandra Sergeevna 2
1 Penza State University architecture and construction, candidate of philological sciences, senior lecturer of the department of foreign languages
2 Penza State University of Architecture and Construction, student

annotation
This article is devoted to the consideration of abilities to learn foreign languages ​​and the characteristics of their development in the process of teaching a foreign language in technical university. In practice, the success and dynamics of mastering a foreign language are influenced by all the individual psychological characteristics of the student. Abilities for foreign languages ​​represent a specific set of certain mental properties. Type is important nervous activity the learner, such characteristics as the degree of stability psychological processes, plasticity nerve tissue, direction of mental activity. A special line in the formation of abilities in a foreign language should be teaching less capable students to distribute attention between linguistic design and the content of an utterance.

THE ABILITIES TO LEARN FOREIGN LANGUAGES AND THE PECULIARITIES OF THEIR DEVELOPMENT IN THE COURSE OF TEACHING A FOREIGN LANGUAGE IN A TECHNICAL HIGH SCHOOL

Komarova Elena Vasiljevna 1, Shadova Alexandra Sergeevna 2
1 Penza State University of Architecture and Construction, PhD in Philology, English instructor of the Department of Foreign Languages
2 Penza State University of Architecture and Construction, Student

Abstract
This article deals with the ability to learn foreign languages ​​and the peculiarities of their development in the course of teaching a foreign language in a technical high school. In practice, the success and dynamics of mastering a foreign language affects all individual psychological characteristics of the student. Skills in foreign languages ​​are a specific set of certain mental properties. Important type has nervous activity of the student, such characteristics as the sustainability of the psychological processes, the plasticity of the nervous tissue, focus of mental activity. Special line in the formation of abilities to a foreign language must be trained less able students to distribution of attention between language design and content of the statements.

Bibliographic link to the article:
Komarova E.V., Shadova A.S. Abilities for learning foreign languages ​​and features of their development in the process of teaching a foreign language at a technical university // Modern Scientific research and innovation. 2015. No. 5. Part 4 [Electronic resource]..03.2019).

Efficiency educational process involves not only students acquiring deep knowledge of a foreign language, but also the productive use of this knowledge, that is, it is assumed that students should know where and how they can use the acquired knowledge.

Currently, communication in a foreign language is an important component of a future specialist, so the task of forming and developing abilities in foreign languages ​​is of extreme interest. If in the course of teaching a foreign language it was possible to develop abilities in this subject, then as a result both intermediate and final levels of proficiency in foreign language speech would significantly increase.

Achieving higher productivity at practical exercises in a foreign language, the teacher must take into account various factors, among which the result of the influence of emotional states that can stimulate students’ oral speech is of great importance. Tense and interesting job during practical classes, creates and maintains a good mood in students, which affects the effectiveness of the educational process.

Abilities should be understood as individual psychological characteristics that determine the ease and speed of acquiring knowledge, skills and abilities within a specific area. When specifying this definition, great difficulties arise, since the success and dynamics of mastering a foreign language are practically influenced by all the individual psychological characteristics of the student. The fundamental influence in this case is exerted by the type of nervous activity of the student, such characteristics as the degree of stability of psychological processes, the plasticity of nervous tissue, the direction of mental activity (introversion - extroversion), etc. The stability of mental processes ensures concentration of attention. Plasticity (or rigidity) nervous system As the decisive factor determines the degree of ease of formation of new speech connections, it is much more difficult for an introvert to engage in foreign language communication than for an extrovert.

The temperament of students has a great influence: A foreign language teacher could wish for more sanguine students among his students, who, as is known, are distinguished by high reactivity and activity, plasticity of nervous activity and pronounced extroversion. The success of language acquisition is influenced by individual psychological characteristics related to all aspects of activity and cognitive processes, for example, features of attention, perception, memory, imagination, etc.

However, it is clear that the ability to speak foreign languages ​​represents a specific set of certain mental properties. Ability to learn a foreign language requires:

1) successful management by the student himself of the processes of internal translation until its disappearance;

2) quick, durable and complete memorization of foreign language verbal material;

3) implementation of the widest transfer of acquired language units and speech actions to changed conditions;

4) distribution of attention between linguistic form and content.

The essence of mastering a foreign language lies in constant automation, curtailing internal translation up to its elimination. A person masters a foreign language to the extent that he manages to replace the sequentially carried out internal translation with the simultaneous stimulation of linguistic and speech units of the native and foreign languages, taking into account their differential characteristics. At the same time, he learns to “discipline” his thought, that is, to form it using the means of his native language, but in strict accordance with his abilities to recode it into a foreign language.

It is well known that the ability to learn foreign languages ​​is directly dependent on students’ predisposition to quickly, easily, accurately and firmly memorize foreign language verbal material. It is in the processes of memorization that the differences between students are especially pronounced. This primarily applies to voluntary memorization.

Individual psychological differences ultimately appear to affect the characteristics of long-term memory, however, the development of working memory is also of great importance for language acquisition. Operational memorization is a process that serves the current actions of students when solving specific problems. With poorly developed RAM, for example, even well-thought-out series of preparatory exercises for the final speech task may be ineffective. The success of the process of internal speech anticipation and retention and, consequently, the ability of students to construct phrases of the required length depends on the development of short-term memory. The “ability” of students to imitate largely goes back to memory. A good memory is an indispensable condition for managing internal translation in order to replace it: the success of such management largely depends on the number of remembered foreign language “speech fragments” and their maximum use in speech.

Speech activity in a foreign language is impossible without the constant transfer of acquired language material and speech actions to new conditions. Transfer occurs at all levels of language, in all types of speech activity. The learner's predisposition to transference is physiologically related to the plasticity of his nervous system. It is psychologically determined general level development of the student’s mental activity, in particular, his ability to generalize: in order to carry out the transfer language sign or a speech act into a new situation, you need to highlight the categorical commonality between the new and previous conditions of their functioning and abstract from the distinctive elements, in other words, you need to categorize and differentiate.

To successfully master a language, a student must be able to distribute his attention between the linguistic design of an utterance and its content. Such distribution is necessary at all stages of learning, and a predisposition to it greatly facilitates and accelerates the acquisition of all aspects of language, all types of speech activity.

From the very beginning, students establish an optimal balance between the conscious and unconscious in the production of speech. They are able to “construct” their statements using language rules; They have highly developed self-control. One of the main reasons preventing low-ability students from successfully mastering a foreign language is their inability to rely on rules in their speech activity; such students do not develop compressed and increasingly compressed techniques of “conscious design”; therefore, they are usually unable to participate in foreign language speech communication. For some students, a statement of the rule and a few examples is enough for them to use this linguistic phenomenon in speech; for others, this requires a large number of special exercises.

For students capable of foreign languages, the predisposition to manage internal translation processes is “set” and then develops spontaneously; those less capable must be taught this. This goal is served by all techniques and exercises that link in the students’ consciousness the linguistic and speech units of their native language with their foreign language equivalents and contribute to the synchronization and curtailment of internal translation. Great importance has a translation into a foreign language of the students’ own speech works. These exercises should teach them to formulate their statements in their native language, taking into account the possibility of their easy and quick translation into a foreign language (teaching “discipline” of thought). In the same direction, there are exercises for presenting and annotating the content of texts, films, performances perceived in the native language, etc. All these exercises must be performed at a pace; transfer operations in them should, if possible, be worked out until they are synchronized. The condition for the effectiveness of these exercises is the speech orientation of most of them (they must prepare foreign language speech acts) and their organic combination with monolingual exercises. With these restrictions, the implementation of bilingual exercises is intended to make a significant contribution to the development of abilities in foreign languages, and the rejection of them contradicts the task of giving foreign language learning a developmental character.

The main emphasis is on involuntary memorization, while the actual development of memory requires learning rational techniques for performing “unveiled”, directly mnemonic tasks. Everything said speaks about the need for targeted development of students’ verbal memory in practical classes in a foreign language, which can be achieved through special training in memorization and memorization techniques.

Of no less importance for the indirect formation of abilities to learn a foreign language is the planned and systematic development of the “ability” of students to transfer acquired language material and speech actions to changed conditions. It involves revealing to students at each point of learning possible types of transfer, their understanding of its meaning and specific structure, students’ independent consideration of the possibilities of transfer and its proactive implementation.

All of the above in to the same degree refers to all aspects of language and types of speech activity. In the field of vocabulary, for example, this means the conscious inclusion of a lexical unit in certain semantic and other categories, its correlation with the category (or categories) of combined units, with a list of situations of its possible use, and, conversely, correlation speech situation with all the lexical units that fit into it. When mastering the topic oral speech students must understand that from the linguistic and speech material previously learned topics can be transferred to new topic. Students' attention should be drawn to the possibility of transferring certain structures of activity to new but similar objects, for example, structures of presenting the content of a read text to a story about experienced events, etc. In the field of grammar, teaching transfer involves paying special attention to the systematization of material and the use of systematization results in exercises. As a result of such an emphasis in teaching, students become aware of connections and similarities between phenomena and categories of phenomena that are hidden at first glance, and they can develop a transfer mindset.

A special line in the formation of abilities in a foreign language should be teaching less capable students to distribute attention between linguistic design and the content of the statement. In this direction, there are exercises that involve conscious construction (and learning to construct) answers and solutions to communicative problems that are interesting to students. In this case, written speech exercises are called upon to play a special role, since they create favorable conditions for thinking about linguistic form and content.

The ways of indirect development of abilities to learn a foreign language outlined above involve the use of certain exercises in practical classes in a foreign language to bridge the gap between less capable and capable students in a foreign language.

Khamitova M.M. Stimulation of oral speech on the material of literature in the specialty as a factor in increasing the effectiveness of the educational process // Questions of linguistics and methods of teaching foreign languages, 1082. – No. 6. – P. 133-142.

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I'll answer the question with a question. Why are some people better at cooking (driving a car, playing a musical instrument, doing crossword puzzles, etc.)? As with many other skills, achieving mastery in learning a foreign language depends on the interaction of various factors. The result can be compared to preparing a complex dish. Neurobiological factors are the ingredients, cognitive factors are the arrangement of the kitchen and the cooking process itself, and affective factors are the desire and motivation to cook something tasty.

As for directly neurobiological factors, the age of language acquisition is critical. A child is born with big amount neurons, but as they develop, many neurons die off due to a narrower specialization of different parts of the brain, while axons (the processes of neurons along which the signal is transmitted) in many parts still lack the myelin sheath, which accelerates the propagation of the signal. According to some scientists, people who begin to learn foreign languages ​​before the end of the process of myelination of the speech zones (that is, approximately before the end of puberty) have a greater chance of success. Indeed, as practice shows, the older a person is, the more difficult it is, on average, for him to learn a foreign language.

Many scientists have tried and are still trying to find the “holy grail” - those neurobiological prerequisites for successful language learning that would solve the “Tower of Babel” problem, but the data, alas, are very ambiguous and varied. Geschwind and Galaburd, who studied the phenomenon of polyglots, suggested that a predisposition to languages ​​may be associated with an enlargement of the left hemisphere, which may be influenced by fluctuations in testosterone hormone levels during pregnancy. Other scientists have noticed that polyglots have a more developed area of ​​the brain responsible for the motor organization of speech, and that they have a larger volume of white matter in the parietal and frontal regions of the brain.

Despite the contradictory data, one thing is certain - there is no such thing as “inability” to learn foreign languages ​​(unless it is due to general learning difficulties). Under favorable circumstances, the right approach and methodology, proper motivation and hard work, successful mastery of a foreign language is quite realistic.

I agree with much of what Anya wrote, but it still seems to me that certain psychophysiological characteristics affect language learning abilities. And it seemed to me that the question itself is not about why some achieve greater results and others achieve less, but rather about why the process itself is difficult for some and not for others.

I know a lot of people who have direct motivation, time, and perseverance, but at the same time their language learning is very slow and difficult. I know people who can know grammar perfectly and have a colossal lexicon, live in the very country of the language being studied... and at the same time be unable to master the pronunciation even a little!

Naturally, all this does not mean that some person is not able to master a language at all, but he may need, say, 5 times more effort and time than others.

In general, it probably depends on the development of the corresponding areas of the brain - the motor cortex, auditory cortex, sensory-speech zone. If these areas have organic damage, it will be difficult to learn the language. How severe it is depends on the extent of the damage.

If the question is more practical than theoretical, then I’ll add a little about practice.

I don't really believe in a complete lack of ability to learn a language. It seems to me that any person immersed in another language environment will learn to express his thoughts in another language. The question is time and how much he needs it.

If without immersion, then you rather need to choose a suitable method of learning the language for yourself, study it regularly and be really interested in the result.

I really like the Polyglot system by Dmitry Petrov. But I would also add a daily expansion of the dictionary. If you are a visual learner, then use signs with pictures (or applications), if you are an auditory learner, then the busuu application and website helps.

11. How to develop your ability to speak foreign languages!

It is very difficult to artificially maintain the ability to speak fluently in a non-native language, even if there is motivation for this. I know this from personal experience, having lived in California for twenty years without being able to speak my native French. In order to prevent forgetting a foreign language (or even your own), you need to constantly use it in written or spoken form. Otherwise, your active vocabulary will be reduced, although you will still have the ability to passively understand.

According to your interests or needs, you can either read books and newspapers or listen to the radio and tape recorder. Reading is a great way to retain information about language in the area of ​​consciousness. Get a book or magazines on topics that interest you and read them regularly - say once a week. Books can be recorded on audio cassettes or compact discs - this way, in addition to everything else, you can correct your pronunciation. Shortwave radio makes it possible to listen to many programs on the most different languages, including your family (which is important for a person traveling around the world). Find a time and place for this kind of practice: consistency is a prerequisite for mastering a language, as it is for mastering any other subject. If you catch a program on the radio in a language that interests you, note the time it aired and listen to it as often as possible. You may want to make some notes in a notepad as the program progresses, or maybe you will record it on a tape recorder so you can listen to it again.

In general, do not miss the opportunity to speak a foreign language, at least briefly and superficially. Perhaps, with the help of your neighbor - a foreign worker or student - your knowledge of the language can move from a passive state to an active one. For example, with two Mexican women who come to clean my house, I speak exclusively in Spanish. I please my gallomaniac neighbor by addressing her in French at every meeting. I watch foreign films in the original, without translation, and I try to speak German with my German friends. When visiting an Italian restaurant, I always exchange a few phrases with the Italian owner, to our mutual satisfaction. In short, I take advantage of every opportunity to speak a foreign language.

If you have the time and energy, you can take foreign language lessons in a conversational format. On college campuses you can always find a variety of foreign students who will gladly agree to earn extra money in this way. Moreover, in many higher schools and colleges offer evening foreign language courses for adults. Of course, it is more difficult to start learning a language in adulthood than in youth - but the more knowledge a person has accumulated throughout his life, the more connections he can make between new material and information stored in memory, thereby facilitating the learning process. The hardest thing is to start from scratch. If you know one language from a group of related ones (Romance, Anglo-Saxon, Slavic, etc.), then you can easily learn another: you just have to learn the differences between them. With a good direct learning method at your disposal, you can master any language quickly - especially if you have a good reason for it (like a trip to Mexico)!

Tip: To expand your active vocabulary, place each new word in a different context and review it regularly for several weeks after first introducing it. (To firmly fix a word in memory, you will need to use it in at least six contexts - the same applies to small children who are just learning to speak.) Here is the following fun exercise: you need to make a tiny story from 8-10 new verbs, conjunctions, idiomatic expressions, prepositions and nouns. Ask your teacher or native speaker to correct any mistakes and review the revised version of the story several times during the week. Never repeat the mistakes you once made! It is very difficult to get rid of them - like bad habits. In any case, it is easier to learn a new strategy than to forget an old one.

Regardless of your type of activity, try to maintain constant contact with the language, and it will be much easier for you to remember it if necessary. In the first days of your stay in a foreign country, you will have to accept the delay in response caused by memory search the right words. To speed up the search process, read more in a foreign language while traveling around the country, and listen to the radio and watch TV when you return home. In this way, you will perceive many words that will trigger the recognition memory. This will give you confidence in the conversation. I noticed that very soon I began to speak fluently after such training. The courage to pronounce half-remembered words of a foreign language has nothing to do with organization and relaxation. If you consider doubts and difficulties in finding words to be a normal phenomenon during the first days of your stay in a foreign country, then you thereby recognize the need for intensive practice in speaking the language and, therefore, are more likely to restore lost knowledge.

Always remember: both stages of learning a foreign language - passive understanding (recognition) and active use language in conversation and, later, in writing (remembering) - require from a person dexterity, desire and, above all, perseverance for constant practice. And don’t blame your memory for anything if you lack these qualities!

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