Conference Paper · March 023 citations reads 163 authors

The XXXVI International Scientific Symposium "Multidisciplinary Studies of the Turkish World" 
The 25
th
 of March 2023 ISBN: 978-605-72481-0-7 Eskishehir / Türkiye 
 
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In the psychology of teaching foreign languages and in the methodology of teaching the subject, it is 
noted that, unlike other academic subjects, a foreign language is both a goal and a means of learning. Moreover, 
as specific features of the subject “foreign language”, such qualities as “pointlessness”, “infinity”, 
“heterogeneity” are also distinguished. 
However, a careful consideration of the above-mentioned qualitative characteristics of a foreign 
language as an academic subject allows us to recognize that they are of a universal nature. They are inherent 
in principle to all other academic disciplines of the linguistic cycle. Language, regardless of whether it is native 
or foreign, is always:
a) a means of formation and then a form of existence and expression of thoughts about objective reality, 
the properties and patterns of which are the subject of other disciplines (“non-objectivity”);
b) is not limited to knowing only one aspect of the language (grammar, vocabulary, etc.), in order to 
successfully carry out verbal communication (“non-objectiveness”);
c) includes a number of other phenomena, for example, "language system", "language ability", etc. 
("heterogeneity"). [1, p.204] 
Another point of view is based on the idea of a unified approach to the subjects of the language cycle, 
which include "native language", "second language" (the language of interethnic communication within the 
state) and "foreign language". 
Representatives of the concept of a unified approach to the subjects of the language cycle believe that 
the goal of teaching these subjects at school is the formation and development of students' speech competence 
in various types of speech activity, however, in their opinion the level of implementation of this goal by 
different disciplines is not the same. 
The commonality of the subjects of the language cycle is manifested in the fact that each of them is 
aimed at the formation of the "linguistic personality" of the student as a "deeply national phenomenon", the 
main elements of which at a certain level line up in a strict system, to some extent reflecting the picture of the 
world. The concept of "linguistic personality" is associated with such qualities as emancipation, creativity, 
independence, the ability to build interaction and mutual understanding with communication partners, to be 
included in modern world processes of civilization development, to improve and improve human society. 
Therefore, the development of these qualities of a linguistic personality should be a priority task of the modern 
educational process in all academic disciplines taught at school.[2/p.79] 
It is known that there is a commonality between the processes of mastering native and foreign 
languages, due to the unity of the language as an entity and the presence of linguistic universals. The processes 
of assimilation of any language are based on the same fundamental laws of assimilation, and the object of 
assimilation is fundamentally the same. At the same time, one should not ignore the specific, special that is 
inherent in the process of mastering a foreign language in educational conditions. 
These conditions appear: 
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in relation to the process of thinking when mastering languages, 
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differences in the ability to practice in the studied language, 
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differences in the experience of students. 
The process of learning a foreign language is a two-way process. It includes the teaching activities of 
the teacher and the learning activities of the student aimed at language learning / language acquisition. It should 
be noted that there are significant differences between the concepts of "language learning" and "language 
acquisition". Language acquisition is built according to the laws of mastering the native language by the 
student. This is the process of unconscious, intuitive assimilation of the language, which takes place in the 
course of the socialization of the child's personality. In other words, language acquisition is an unconscious 
and unintentional process in which language acquisition is not directly controlled. In contrast to this process, 
language learning is a conscious process, involving; first of all, an explicit (externally) expressed use of rules 
and language tools (lexicon, grammar, etc.). [3, p.211] 
The most favorable option for mastering a foreign language is the study of a language in a natural 
language environment. The process of mastering a language outside the country of the target language and 
without direct contact with the culture of native speakers seems to be less favorable. It is this circumstance that 
determines the complexity of the subject "FL" and the complexity of teaching it in artificial conditions. Hence 
the eternal search for opportunities to "bring" the educational process to the conditions of controlled language 
acquisition by students in a natural language situation.
Therefore, today the following are especially relevant: 

expanding the "boundaries" of study time and increasing the volume of practical use of the language being 
studied as a means of communication, "going" beyond the classroom (organizing correspondence with 
foreign peers, watching cartoons, children's videos), etc.; 

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