MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF

KAZAKHSTAN

Subject: Psychophysiological foundations at the early

stage of foreign language education
13. Lecture

Almaty, 2024
13 Theme: The General psychological
characteristics and Job analysis
(professiogram)of the foreign language
teacher.

PhD Tileubayeva M.S

 Content:

13.1. Psychological bases of pedagogical activities and Job

analysis of foreign language teacher
13.2. Psycho-pedagogical bases of organization and conducting
lessons in a foreign language.
13.3. Personality and activity approach and especially its
implementation in teaching foreign languages
 The purpose is to identify psychological factors and conditions
for overcoming psychological barriers that are characteristic of the
activity of a foreign language teacher.

To achieve this goal, the following tasks were set:

- the main directions of research on the development of pedagogical
activity and the views of various authors on the nature and structure of
psychological barriers are revealed;
- theoretically justified position on overcoming barriers as one of the
psychological mechanisms of creativity of a foreign language teacher
and a leading indicator of the development of its activities.
 Introduction:

A Job analysis (professionogram) is an ideal model of a teacher,

teacher, class teacher, or teacher. This is a sample that a teacher must
have: knowledge, skills, and skills to perform the function of a
teacher.Job analysis of the foreign language teacher does not only
contain the total, which is typical for the teaching profession in General,
but special, which is typical for activities of foreign language teachers. It
contains characteristics of the pedagogical functions of a foreign
language teacher, his personal qualities, General pedagogical and
professional - methodical skills that ensure the implementation of these
functions.
Psychological bases of pedagogical
activities

 Although educational psychology programs include numerous theories, many experts

identify five main schools of thought: behaviorism, cognitivism, constructivism,
experientialism, and social contextual learning theories. Behaviorist learning theories first
emerged in the late 19th century from the work of Edward Thorndike and Ivan Pavlov. They
were popularized during the first half of the 20th century through the work of John B.
Watson, B.F. Skinner, and others.
 Behaviorism defines learning as observable behavioral change that occurs in response to
environmental stimuli. Maxwell explains, "Behaviorism suggests we do what we do
because of what happens around us environmentally, not because of what’s inside us
innately."
 Positive stimuli — or "rewards" — create positive associations between the reward and a
given behavior; these associations prompt one to repeat that behavior. Meanwhile,
negative stimuli — or "punishments" — discourage the behaviors associated with those
stimuli. Through this process of conditioning, people learn to either repeat or avoid
behaviors.
Behaviorism relies on the prediction or analysis of behavior based on
causal stimuli, while education uses the process of positive and negative
reinforcement to encourage or discourage behaviors. This school of
thought emphasizes behavior's learned causes over its biological one;
therefore, behaviorism deeply values the ability of education to shape
individuals.

Behaviorist learning theory distinguishes between classical and operative

conditioning. The former involves natural responses to environmental
stimuli, while the latter involves the reinforcement of a response to stimuli.
Using a process often called "programmatic instruction," educators use
operative conditioning to reinforce positive and correct negative learnings
that often accompany classical conditioning.

Behaviorist theories ascribe to a reductionist approach, which dictates that

breaking behavior down into parts is the best way to understand it. Other
schools of thought critique behaviorism for underemphasizing biological
and unconscious factors, denying free will, equating humans with animals,
and overlooking internal learning processes or types of learning that occur
without reinforcement.
Cognitivism

 Cognitive psychology emerged in the 1950s and became dominant in the 1960s. Departing
from the comparative emphasis of behaviorists, cognitivists see human beings as rational
creatures quite different from animals. Consequently, cognitive theory explores the
complexities of the human mind as it processes information.
 It views behavior as a result of one's thoughts. Maxwell states that cognitivists "try to
understand how we learn, think, and behave by looking at how our mind works to process,
integrate, perceive, decide, emote, and understand existence. Cognitivism helps us see how
we use our previous knowledge and experiences to learn new things and develop."
 Using the computer as a metaphor for the human mind, cognitivists see learning as a product
of mental faculties and activities, including thought, knowledge, memory, motivation,
reflection, and problem-solving. Recasting learning as the acquisition of knowledge and the
development of understanding, this approach emphasizes reading and lecture as learning
modalities. Cognitive psychology understands knowledge acquisition schematically and
symbolically. It posits learning as the process of changing a learner's mental model or
schematic understanding of knowledge.
Constructivism

 Constructivism gained notoriety in the 1930s-40s and enjoyed a resurgence in the 1970s-80s. This view
challenges both the behaviorist notion of the learner as a blank slate and the cognitivist notion of learning as
the acquisition of objective information from an expert.
 Rather, this school of thought suggests that learners create their own subjective information by interpreting
their world and restructuring their thinking. For instance, "meaning is co-created, emergently between people,
and between people and media, morals, ethics, societal norms, and eras," says Maxwell.
 Constructivist theories take a learner-centered approach, in which the teacher serves as a guide — rather than
the source of — the student's learning.
 Maxwell says, "Learners don't just passively receive knowledge from teachers, they generate their own
learning by using their experiences and social interactions in combination with teachings."
 Originating in part from Piaget's understanding of intellectual growth as occurring through the interaction
between old and new knowledge, constructivism views knowledge acquisition as a process of building upon a
learner's previous knowledge.
Constructivists agree that learners create knowledge rather than passively receiving it, and that
preexisting knowledge plays a crucial role in their learning. However, two differing strands of
constructivism bear mentioning.
Social constructivism — associated with Lev Vygotsky's emphasis on social context — posits that
students learn naturally through a process of discovery. While late 20th century cognitivist theories
tend to reduce a learner to a passive receptacle, social constructivism believes learners actively
hypothesize about their environment and test these hypotheses through social negotiations.
Cognitive constructivism agrees that learners construct rather than receive information, but it is
interested in the cognitive processing involved in knowledge construction. "Your perspectives and
ideas about the world aren't just what you've picked up, like an empty tank slowly being filled; but
rather you're building your own house of knowledge and what you explicitly learn is only some of the
bricks," Maxwell says.
Following Piaget, cognitive constructivism acknowledges age-based developmental learning stages
and articulates learning as an expansion (through assimilation and accommodation processes) of a
learner's experientially informed mental model of their world.
Experientialism

 Key Theorists: David A. Kolb and Carl Rogers

 This school of thought emerged in the 1970s out of the influence of the learner-centered and
interactive principles of constructivism and social learning theories. Experiential learning
theories identify meaningful everyday experience as the most central factor in increasing a
learner's knowledge and understanding, as well as transforming their behavior.
 Namely, "experientialism really drills into the importance of direct experience in the learning
process," Maxwell explains.
 Experientialist theorist Carl Rogers prioritizes experiential approaches to education because
they work with humans' natural desire to learn. Rogers posits that humans are more likely to
learn and retain information when they participate actively in the learning process.
Experientialist David A. Kolb identifies four stages in this learning process: experiencing,
absorbing and reflecting on experience, conceptualizing experience, and testing concepts in
other situations.
 A teacher can facilitate the learning process by engaging students through an
experience, but they cannot control exactly what students learn from that
experience.
"By ensuring direct [in real life] experiences, experientialism helps make
learning more engaging, relevant, and memorable!" Maxwell says.
Experientialists argue that learners become less receptive when they are afraid;
as a result, this view encourages teachers to create nonthreatening learning
environments where learners can experience and experiment freely.
Contemporary experientialists are interested in how a learner's engagement and
testing of new skills or concepts influences their learning environment, which
creates a larger feedback loop that shapes the world in which we live.
Experientialism also shapes theories of organizational learning, including
workplace design and professional training. Such programming often introduces
realistic problems or scenarios where professionals practice new skills to
generate a constructive solution. Individuals may also work collaboratively and
receive feedback from their peers and instructors.
Social and Contextual

 Key Theorists: Lev Vygotsky, Albert Bandura, Jean Lave, Barbara Rogoff, Etienne Wenger, and Thomas Sergiovanni
 First emerging in the late 20th century, social and contextual learning theories challenge the individual-focused
approaches evident in both constructivism and cognitivism. Social and contextual theories are influenced by
anthropological and ethnographic research and emphasize the ways environment and social contexts shape one's
learning.
 In this view, cognition and learning are understood as interactions between the individual and a situation; knowledge
is situated in — and a product of — the activity, context, and culture in which it is developed and used. This led to
new metaphors for learning as a "participation" and "social negotiation."
 Maxwell adds, "It's a fascinating branch of psychology that studies how social and cultural factors influence our
behavior, thoughts, and emotions. Basically, social and contextual psychology looks at how the meaning of things,
like words, emotions, and events, depend on the context they occur in.“
 Social learning theory pays particular attention to social and interactive aspects of learning. Albert Bandura, for
example, emphasizes the roles that social observation and modeling play in learning, while Jean Lave and Etienne
Wenger put forward that learning works best in a community that produces social capital. They believe this improves
the health of the community and its members.
Social and contextual learning theories also inform educators' efforts to connect new concepts
with direct applications of concepts in specific contexts where a student lives, works, and/or
learns.

While educators used to expect learners to make connections on their own, teachers now achieve
more successful learning outcomes when they create learning environments that facilitate this
process. Many teachers try to incorporate multifaceted, experiential learning environments that
assist students in forging meaningful connections between abstract and practical concepts.

A teacher's effort to explicitly address the importance of lesson material reflects the impact of
social and contextual learning theory. Explanations and illustrations of reasons for a lesson
typically improve student motivation, helping students visualize or actually practice using this
knowledge in practical contexts.

"Some examples of social and contextual psychology include social perception, social cognition,
social influence, social identity, social interaction, and social change. It's amazing to see how
these factors can impact our daily lives and shape our understanding of the world around us,"
Maxwell states.
The professional activity of a teacher can be divided into two
groups:
• goal - setting and operational
• structural.

In the pedagogical activity of a teacher, the following

components are distinguished:
• information
• oriented
• motivational and stimulating
• control and correction
Pedagogical activity is always correlated with skills. The main
skills of pedagogical activity that provide the teacher with a
qualified implementation of the educational process include:
- orientation
- mobilizational
- organizational
- communicative
- didactic
- constructive
- applied
- pedagogical thinking skills
- skills of pedagogical equipment
- speech
- research skills
13.1. Psychological bases of pedagogical activities and
professiogram of foreign language teacher
Psychological and pedagogical skills:
1.Read and analyze special psychological
and pedagogical literature
2. Independently analyze pedagogical
actions.
3. Analyze the best teaching experience.
4. To look at ourselves.
5. Show sympathy for students.
6. To organize themselves, to manage
their condition.
V. A. Sukhomlinsky identifies four
features of pedagogicalculture. He
considers it necessary that the teacher:–
had the academic knowledge necessary
and sufficient so that you can appeal to
the mind and heart of the pupil;–
regularly studied and analyzed scientific
and methodological literature
(pedagogical, psychological, journalistic,
etc.);– had knowledge of various methods
of studying the child;– had a speech
culture.
 Pedagogical orientation can be formed at school under the
influence of teachers and active school life. The orientation of the
individual is based on the motives of choice teaching profession:
desire to work with children, teach and educate, interest in subject.
It is also very important to realize that you have opportunities for
successful mastering profession. Scientific knowledge containing a
system of regularities in the field of special education subject, block
of psychological, pedagogical and methodological knowledge,
related knowledge subjects that continue to influence the motives of
students throughout their time at the university, deepening them, or
causing a reassessment of the correct choice of profession.
13.2. Psycho-pedagogical bases of organization and conducting lessons in a foreign
language.
In the concept of "pedagogical skill" V. P. Simonov puts the followingcontent:
1) the ability of the teacher to solve the problems of teaching, upbringing and development in
their dialecticalrelationships and unity;
2) the ability to attract the attention of students and interest them in the material being studied
3) the ability to take into account the age and psychological characteristics of students, as well
as the level oftheir development and based on this provide an individual and differentiated
approach;
4) the ability to build relationships with students in a humane, democratic waybased on;
5) the ability not to get lost in the most difficult and unexpected questions of students;
6) the ability to combine theory and practice in teaching an academic subject;
7) the ability to correctly use the skills of advanced pedagogical science andpractices;
8) the ability to master your "tool" of labor – speech, word;
9) the ability to think critically and have a clear active civil position, notgive up before
difficulties and show students the organic unity of words and deeds;
10) the ability to diversify their activities, avoid templates in their organization.
Psychologists also dealt with the problems of the professionogram,
considering it beforeoverall, in terms of teaching skills and abilities. For
example, the psychologist V. A. Krutetsky in the textbook "Psychology"
offers the following structure of professionally significant personal qualities
and skills that a teacher must have [4, p. 322-333]:– the worldview of the
individual ("only the one who is brought up himself brings up»);– positive
attitude to pedagogical activity (it is about the pedagogical orientation of the
individual: "one cannot be a good teacher who is indifferent to his work»);–
pedagogical skills;– professional and pedagogical knowledge, skills and
abilities – knowledge in the field ofthe subject being taught
Professional activity of a teacher of any subject is characterized by
the following functions:
- Developing
- communicative
- structurally
-planning
- managerial
 13.3. Personality and activity approach and especially its implementation in
teaching foreign languages

The teacher should organize the educational process taking into account the
psychophysiological features of trainees, create conditions for the
effectiveness of their educational activities types, types, and volumes of
tasks that they must complete. When in a differentiated approach, a foreign
language teacher should use different approaches, exercises depending on
the type of speech activity, the nature of the language material, in
depending on the stage of training. When working with an entire group, he
should make sure that each student learns the material at a particular stage
of the lesson, so that each unit it was perceived and reproduced by each
student in the group.
Teacher's professional culture it includes four
components:
The first is knowledge about the areas of
your business. The second is the experience
of implementing well - known methods of
activity. The third is the ability to creatively
approach a new, professional task; Fourth -
experience of an emotional attitude to
professional activity through the prism of
personal values. These four components
make up the content of the teacher's
professional culture in each of the
disciplines.
These four components make up the content of the teacher's professional culture ineach of
the disciplines. Given the specificity of the subject "Foreign language",E. I. Passov in the
concept of "professional culture of teachers of a foreign language" putsthe following
value: First, the foreign language teacher is an expert not only in the field of
methodicalforeign language teaching, but in the culture of one or moreforeign countries,
whose people speak some foreign languagestudents.Secondly, a foreign language teacher
performs the functions of a native speaker in the educational processnot only domestic,
but also foreign culture, shows students variousaspects of the culture of other countries,
promotes their understanding and familiarization with valuablethe sides of this
culture.Third, as a native speaker of the country of the language being studied, the teacher
of this subject,in particular, he has the norms of behavior accepted in the country, that is,
he not only knowslanguage, but also owns the culture of speech in this language, which is
expressed in the culture of speechbehavior, in the richness, accuracy, expressiveness of
speech, in the observance of speech etiquette.
Considering the job analysis, we can say that it acts as a form of
monitoring the quality of professional preparation of teachers for teaching
activities and allows you to design personal and professional growth of
the student future teacher and may be one of the methods of self-
education. Currently a lot of attention is paid to the professionogram -
this is due to the need to improve quality, in particular foreign language
teaching, as the role of cross-cultural the communication is huge now.
Conclusion

 Meanwhile, behaviorist insights underlie many of the teaching methods still used today in
homes, classrooms, workplaces, and other contexts. The widespread use of learning objectives,
for example, breaks down larger learning goals into a series of specific skills and behaviors
desired from a student.
 Behaviorism also influences the sequence and methods used during the teaching and learning
process. Teachers work toward their desired objectives by using external stimuli, explaining
and demonstrating a skill or behavior, and then inviting student practice and providing
feedback that reinforces the behaviors or skills they wish students to learn or unlearn.
 Constructivism influences the lesson plan methodologies employed by many teachers today.
For example, constructivist influence shapes the common teaching practice of posing
questions or problems and then inviting students to answer and solve them in their own ways.
 Constructivism is also evident in popular classroom practices, such as having students create
their own questions, welcoming multiple points of view and intelligence styles, and using group
work as a collaborative learning tool.
Teach English language skills to non-native speakers, including
reading, writing, speaking, and listening. Develop and implement
lesson plans that align with the curriculum and meet the needs of
individual students. Assess student progress through regular quizzes,
tests, and assignments. Foreign language teachers teach students to
speak, comprehend and write in a foreign language. They also
provide instruction in the culture and sometimes the literature of
countries where the language is spoken.
Responsibilities may include assessing a student's strengths and
weaknesses in different areas, planning session plans to target
specific skills, and developing ways to help them improve.
Tasks for seminar
1.Functions of pedagogical activity of a foreign language teacher
and their specific feature.
2. Psychological and pedagogical bases of the organization and
carrying out of a foreign language lesson.
3. Personal-activity approach and features of its implementation
in teaching foreign languages
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teacher.Languages in higher education. 1974 No. 9.
5. Vorobyova I. E. Content and structure of the concept "linguistic and cultural
competenceteachers of a foreign language", Moscow, 1989
6. Zimnyaya I. A. Psychology of teaching foreign languages at school. Moscow,1991.
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8. Ilinskaya E. S. Psychological analysis of a foreign language lesson. Moscow, 1980