The Psycholinguistic Standpoints in English Speech Activity

Abstract

The correlation between English speech activity and pycholinguistic standpoints of foreign language learning has been shown as well as the empirical analysis of their connection has been conducted. The purpose of the article is to identig the correlation between English speech activity and psycholinguistic standpoints. The theoretical, empirical, statistical methods hate been used to reach the purpose. To check the effectiveness of applying psycholinguistic principles to Erzgksh speech activity the empirical (diagnostic) methods such as testing (oral and written), observation, and discussion were used. The pedagogical experiment with the students of H.S.Skovoroda Kbarkiv National Pedagogical University and Yaroslav Magi National Law Universi was also conducted. The pedagogical experiment showed the effectiveness of developing English speech activity based on the pycholinguistic standpoints. The statistical methods helped to evaluate the results of the pedagogical expeninent. Apprehending the correlation between pychohnguistic standpoints and Englilsh speech activity (Speaking. Reading, Listening, and Writing) training is really topical since it helps to define the most effective methods of the foreign language teaching and learning. The psycholinguistic components (motivational and cognitite, anablical and technological, reflexive, emotional and evaluation ones) have been described from the standpoint of psycholinguistics. All types of English speech activity have been researched as fir their correlation with pycholinguistic components.