POSSIBILITIES OF IMPLIED ASSESSMENT OF A PERSON'S EMOTIONAL STABILITY BY THE NATURE OF HIS AFFECTIVE REACTIONS DURING LEARNING FOREIGN LANGUAGE

Abstract

The article is devoted to the analysis of language anxiety as an aspect of implicit diagnostics of a person's emotional stability. The views of different scientists on the emergence of affective states in the process of mastering a foreign language are considered (W. Rivers, D. Young, D. Ausbel, N. Chomsky, etc.). The ineffectiveness of the method of teaching a foreign language based on the principle of ‘learning before relearning’ (mechanical ‘relearning’) is substantiated. The ideas of Noam Chomsky and other representatives of cognitive psychology on the importance of taking into account mental processes in mastering a foreign language as opposed to Skinner's theory are considered. The importance of the role of emotional reactions that arise in subjects in communicative learning is substantiated.The article explores the psychological aspects of the development of an individual’s emotional resilience in the process of learning a foreign language, with particular emphasis on the possibilities for its implicit (indirect) assessment through the analysis of affective reactions. The authors thoroughly elaborate on the concept of emotional resilience as an individual’s ability to effectively cope with stressful situations, regulate their own emotional state, and maintain an optimal level of motivation under increased cognitive and emotional load, which is characteristic of mastering a new language. It is noted that the affective reactions accompanying the learning process (such as anxiety, enthusiasm, tension, frustration, etc.) can serve as reliable indicators of the level of emotional resilience, enabling its implicit assessment without the use of direct diagnostic methods.Specific personality characteristics that can lead to language anxiety in foreign language acquisition are considered, namely: low level of self-esteem, tendency to compare own performance with the results of other individuals (competition), fear of self-identity, personal and situational anxiety, high level of intolerance to uncertainty (as a personality characteristic and a sign of cognitive style), dominance of self-orientation (and the associated pronounced tendency to avoid failure), low level of activity control, etc.It is proved that language anxiety has a negative impact on the success of mastering academic activities, as well as on the processes of cognition and social interaction and on the personality as a whole, which is an important aspect of the relevance of its study in the context of an implicit assessment of a person's emotional stability.