Psycholinguistic Approach to Distance Learning of Foreign Languages

Розглянуто питання психолінгвістичного підходу до дистанційного навчання іноземних мов у вищих навчальних закладах. Досліджено методологічні, теоретичні, методичні, психологічні та лінгвістичні аспекти дистанційного навчання. Обґрунтовано принципи, ефективні методи, форми й засоби дистанційного навчання. Проаналізовано ефективний спосіб укладання навчальних програм для дистанційного вивчення іноземних мов. Охарактеризовано основні методичні принципи та педагогічні підходи до навчання іноземних мов. Детально проаналізовано три методичні принципи навчання іноземних мов: навчання на основі поставлених завдань, навчання на основі власного досвіду, навчання на основі продуманої подачі інформації.The question of psycholinguistic approach to distance learning of foreign languages in higher education is discussed. The methodological, theoretical, psychological and linguistic aspects of distance education are presented. Principles, methods, forms and means of distance learning are suggested. The article analyzes effective way to conclude curriculum for distance learning of foreign languages. It characterizes the basic methodological principles and pedagogical approaches of teaching foreign languages. Detailed analysis of three methodological principles of teaching foreign languages is given: learning based on the tasks, learning from their experience, learning from deliberate presentation of information. Nowadays in the time of the Internet technologies many aspects of our lives are transferred to the network, thereby accelerating the pace of development of information society and overcoming geographical barriers. Education is not an exception. Now it is not necessary to be located next to the teacher. There are many correspondence students. But its capabilities are very limited. Internet makes it possible to extend them to make distance learning truly complete and comprehensive. Over the last decade many new suggestions and methods of learning foreign languages on the basis of the tasks in the distance form are proposed and investigated. However, they are all limited editions of individual proposals in teaching anthologies and not motivated by an analysis of the students’ needs. Some of them have only limited communication tasks, which are reflected in the curriculum. A similar approach is reflected in the programs of distance learning of foreign languages. The main goal in the development of distance learning programs of foreign languages is to make fundamental choices among technology options. To be effective, distance learning of foreign languages should be carefully designed and based on a clear understanding of the needs of students and the study of relevant technologies. There is a big connection between the techniques used during classroom training and distance learning. Teacher working in the classroom can communicate with students and watch them in the learning process, taking into account their needs and preferences. Studying a language distantly, students do it at a distance removed from the teacher and at the same time, the process is primarily asynchronous. These two factors are potentially problematic in learning foreign languages