ANNOTATION
\nThis p\u0430p\u0435r \u043eff\u0435rs \u0430 bri\u0435f but br\u043e\u0430d \u043ev\u0435rvi\u0435w \u043ef th\u0435 fi\u0435ld \u043ef individu\u0430l diff\u0435r\u0435n\u0441\u0435s in l\u0430ngu\u0430g\u0435 l\u0435\u0430rning,
\n\u0435sp\u0435\u0441i\u0430lly \u0430s th\u0435y \u0430r\u0435 r\u0435fl\u0435\u0441t\u0435d in l\u0435\u0430rning styl\u0435s, l\u0435\u0430rning str\u0430t\u0435gi\u0435s, \u0430nd \u0430ff\u0435\u0441tiv\u0435 v\u0430ri\u0430bl\u0435s, \u0430nd t\u043eu\u0441h\u0435s \u043en
\ns\u043em\u0435 \u0430r\u0435\u0430s f\u043er furth\u0435r r\u0435s\u0435\u0430r\u0441h.
\nKEYWORDS: Individu\u0430l diff\u0435r\u0435n\u0441\u0435s; L\u0435\u0430rning styl\u0435; \u0421\u043egnitiv\u0435 styl\u0435; L\u0435\u0430rning str\u0430t\u0435gy.
\nINTR\u041eDU\u0421TI\u041eN
\nL\u0435\u0430rn\u0435r diff \u0435r\u0435n\u0441\u0435s in\u0441lud\u0435, \u0430m\u043eng \u043eth\u0435rs, f\u0430\u0441t\u043ers \u0441l\u0430ssifi\u0435d und\u0435r th\u0435 f\u043ell\u043ewing thr\u0435\u0435 \u0430r\u0435\u0430s:
\n1. l\u0435\u0430rning styl\u0435s;
\n2. l\u0435\u0430rning str\u0430t\u0435gi\u0435s; \u0430nd
\n3. \u0430ff \u0435\u0441tiv\u0435 v\u0430ri\u0430bl\u0435s.
\nTh\u0435s\u0435 thr\u0435\u0435 \u0430r\u0435\u0430s \u0430r\u0435 th\u0435 f\u043e\u0441us \u043ef th\u0435 \u0441urr\u0435nt \u0430rti\u0441l\u0435. \u041eth\u0435r m\u0430j\u043er \u0430r\u0435\u0430s \u043ef individu\u0430l diff \u0435r\u0435n\u0441\u0435s r\u0435l\u0430t\u0435 t\u043e
\nl\u0435\u0430rning \u0430ptitud\u0435, g\u0435nd\u0435r, \u0441ultur\u0435, \u0430g\u0435, \u0430nd \u043eth\u0435r d\u0435m\u043e gr\u0430phi\u0441 v\u0430ri\u0430bl\u0435s, but this \u043ev\u0435rvi\u0435w h\u0430s
\nin\u0430d\u0435qu\u0430t\u0435 sp\u0430\u0441\u0435 t\u043e d\u0435\u0430l with th\u0435s\u0435.
\nIn this \u0430rti\u0441l\u0435, w\u0435 p\u0430int \u0430 pi\u0441tur\u0435 \u043ef individu\u0430l diff \u0435r\u0435n\u0441\u0435s in l\u0430ngu\u0430g\u0435 l\u0435\u0430rning in br\u043e\u0430d-brush str\u043ek\u0435s.
\n\u041eur \u0430im is t\u043e pr\u043evid\u0435 \u0430 g\u0435n\u0435r\u0430l p\u043ertr\u0430it \u043ef wh\u0435r\u0435 th\u0435 fi\u0435ld is n\u043ew, wh\u0435r\u0435 it \u0430pp\u0435\u0430rs t\u043e b\u0435 g\u043eing, \u0430nd
\nwh\u0435r\u0435 w\u0435 b\u0435li\u0435v\u0435 it sh\u043euld g\u043e.
\nM\u0410T\u0415RI\u0410LS \u0410ND M\u0415TH\u041eDS
\nIn the history of domestic psychology of teaching foreign languages since the late 70s. The twentieth
\ncentury began a period of productive development of a number of aspects of education. These include, in
\nparticular, the age-individual characteristics of the subjects of foreign language educational practice
\n(Vitlin Zh.L. 1976, 1978, Witt N.V. 1975, Gegechkori L.Sh. 1975, Winter I.A. 1977, Kabardov M.K.
\n1983, Kasparova M. G. 1988, Miroshnik S. B. 1985, Savelyeva E. N. 1991, Savitskaya E. M. 1993,
\nSerkov A. K. 1992, Sibiryakova V. F. 1972, Ulanova O. B. 2000, Shishkina V.Yu. 1989, Schebetenko
\nA.I. 2001, Schebetenko A.I., Serkov A.K. 1993, Yudovina Yu.B. 2000 and others). As our own studies
\nshow [1, 2], the productive impetus of these scientific research turned out to be so powerful that, as can
\nCENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE
\nVolume: 03 Issue: 12 | Dec 2022, ISSN: 2660-6828
\n\u00a9 2022, CAJLPC, Central Asian Studies, All Rights Reserved 251
\nCopyright (c) 2022 Author (s). This is an open-access article distributed under the terms of Creative Commons Attribution
\nLicense (CC BY).To view a copy of this license, visit https:\/\/creativecommons.org\/licenses\/by\/4.0\/
\nbe seen from the list of works, they have been going on for about 30 years, including monographic and
\ndissertation works, as well as individual scientific publications [3, 4 ].
\nR\u0415SULTS \u0410ND DIS\u0421USSI\u041eN
\nFollowing the principle of individualization in teaching a foreign language implies, according to N.V. Witt,
\nknowledge and consideration of individual differences between students, as well as their use in the learning
\nprocess. The specificity of teaching a foreign language requires constant contact between the teacher and
\nstudents, constant communication, the success of which is feasible if there is a good knowledge of the
\nindividual characteristics of students. In this case, it is possible to correctly distribute tasks between them, to
\nassist in the choice of techniques and methods of work. N.V. Witt defines the individualization of teaching a
\nforeign language from the standpoint of taking into account the capabilities of students, organizing classes,
\nwhere each student takes part in individual-group work and can cope with the proposed task. She recognizes
\nthe distribution of tasks as especially important in terms of the activity required from the student (speed,
\nprolonged concentration of attention, change in the way of doing work), the characteristics of which depend,
\namong other things, on the natural qualities of a person, on the individual characteristics of the manifestation of
\nthe basic properties of the nervous system. .
\nTaking into account individual differences depending on psychophysiological characteristics is important for
\ndetermining the conditions favorable for learning a foreign language. Based on the research data of B.M.
\nTeplova, V.D. Nebylitsyna, L.B. Ermolaeva-Tomina, E.A. Klimova, V.I. Rozhdestvenskaya and others, N.V.
\nWitt considers the strength, balance and mobility of the nervous system. In relation to teaching a foreign
\nlanguage, these characteristics can ensure the optimal mode of operation and effectiveness of translation with a
\ndictionary of a significant text, presentation of the content of the text or transformation of grammatical forms,
\nindependent compilation of sentences or a story using the indicated lexical units, memorization of complex
\nspelling or transcription of words in the target language [ibid., p. 10]. The psychophysiological characteristics
\nof students must be taken into account when organizing classes. So, it is useful to entrust the presentation of
\ntasks and the implementation of control to “excitable”, quickly responding students, and the execution – to
\n“brake”. This not unreasonable advice of the author is substantiated by the possibility of preventing persistent
\nerrors. At the same time, “brake” students, according to N.V. Witt, require greater algorithmization of tasks and
\nan increase in the time for their execution [ibid., p. nineteen]. The essential remark of the author regarding the
\ncontent of the individualization of teaching a foreign language should, obviously, be considered taking into
\naccount the fact that this teaching is group, which is why the sequence or simultaneity of applying different
\nmethods and methods of work with the expectation of activating all students plays an important role.
\nA discussion of the nature and functions of the general abilities of adults and the peculiarities of learning a
\nforeign language in school conditions is given by Zh.L. Vitlin to the idea that the manifestation of language
\nabilities is the result of the interaction of a complex of objective factors that form personality traits and create
\nconditions for their manifestation, and factors of subjective, already formed psychophysiological properties of
\nan individual that contribute to mastering the material of a new language and speech. And the total impact of all
\nsynthesized components of the adult psyche is expressed in the success of language learning. In addition, the
\nexperimentally confirmed idea that biological changes in the structure of the body in the age range of 15-16 –
\n35-40 years do not in themselves determine the success of learning a foreign language should be called a
\nsignificant and, obviously, psychologically significant conclusion of the author’s research. In other words, age,
\nin the interpretation of Zh.L. Vitlin, is not the only factor that determines the involutionary-evolutionary ratios
\nof the indicators of success in mastering a foreign language. Consequently, the position on the age
\nCENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE
\nVolume: 03 Issue: 12 | Dec 2022, ISSN: 2660-6828
\n\u00a9 2022, CAJLPC, Central Asian Studies, All Rights Reserved 252
\nCopyright (c) 2022 Author (s). This is an open-access article distributed under the terms of Creative Commons Attribution
\nLicense (CC BY).To view a copy of this license, visit https:\/\/creativecommons.org\/licenses\/by\/4.0\/
\npredetermination of the ability to master a foreign language in adults can be considered unreasonable [ibid, p.
\n79-80]. Of course, such a conclusion cannot but be regarded as ambiguous due to the presence of other
\nexperimental data in the domestic psychology of teaching foreign languages. However, it cannot be considered
\nin a certain sense as a milestone, forming a certain relational field among specialists in teaching and learning
\nforeign languages, including psychologists.
\nAmong the factors influencing the structure of the rational method of teaching a foreign language, Zh.L. Vitlin
\nnames the psychophysiological characteristics of the contingent of students, linking them with the conditions of
\nlearning. The optimality of the used system of teaching a foreign language depends on taking into account both
\nthe general psychophysiological characteristics of adults and the characteristics of individual groups of mature
\nstudents. This kind of consideration finds expression in the important role of adult motivation, which has a
\ndecisive influence on the degree of language acquisition; in a stronger will, perseverance and increased
\nefficiency of adults, allowing them to more successfully overcome difficulties in the process of learning a
\nlanguage, to focus on learning activities; based on all analyzers (reading, writing and hearing); awareness of
\nlearning a new language. These meaningful definitions make it possible to trace the lines of the relationship
\nbetween the psychophysiological characteristics of adults and the variability of the content, principles and
\nmethods of teaching a foreign language [ibid., p. 91-93]. However, it is the methodological orientation towards
\nteaching a foreign language that makes the circle of the author’s vision of the psychophysiological basis of
\nmastering a foreign language linguistic experience limited, reducing it, in fact, to a projection of the
\npsychological characteristics of the contingent of students. However, Zh.L. Vitlin concludes that at the time of
\nhis research \u201cthere is every reason to believe that the psychophysiological characteristics of literate adults …
\nallow them to more successfully master the material of Western European languages if, other things being
\nequal, in the process of mastering new material, reliance is used not only on oral, but also in writing (reading)”
\n[ibid., p. 98]. Obviously, as a broader interpretive basis, we can argue that in the psychological sense and in
\nterms of psychological characteristics, the age contingent of adults should also be considered learning a foreign
\nlanguage, regardless of their individual, personal or other characteristics.
\n\u0421\u041eN\u0421LUSI\u041eN
\nAn analysis of domestic research that psychologically substantiates the age-individual characteristics of
\nteaching foreign languages shows the specific features of the development of the psychology of mastering a
\nforeign language in this area. Its main feature should be considered the actual predominance of generalizing
\nconceptual works on the development of general aspects of the individualization of teaching foreign languages
\nand taking into account age characteristics in foreign language education. In fact, the age and individual
\ncharacteristics of teaching foreign languages constitute a single semantic space, on the basis of which we
\nconsidered them in this context, meaning their complementary additional functions.
\nR\u0415F\u0415R\u0415N\u0421\u0415S
\n1. Krasnyanskaya T.M., Tylets V.G. Psychological security of a person in mastering a foreign language
\n\/\/ Europ\u00e4ische Fachhochschule = European Applied Sciences. 2013. No. 2. pp. 140-142.
\n2. Tylets V.G. On the psychology of mastering foreign language linguistic experience \/\/ Nauka.
\nInnovation. Technologies. 2012. No. 30. S. 93-101.
\n3. Tylets V.G., Krasnyanskaya T.M. Psychological reality of foreign language educational practices:
\nfrom comfort to personal security \/\/ Bulletin of the Pyatigorsk State Linguistic University. 2018. No.
\n3. S. 317-321.
\nCENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE
\nVolume: 03 Issue: 12 | Dec 2022, ISSN: 2660-6828
\n\u00a9 2022, CAJLPC, Central Asian Studies, All Rights Reserved 253
\nCopyright (c) 2022 Author (s). This is an open-access article distributed under the terms of Creative Commons Attribution
\nLicense (CC BY).To view a copy of this license, visit https:\/\/creativecommons.org\/licenses\/by\/4.0\/
\n4. Tylets V.G., Krasnyanskaya T.M. Psychology of teaching foreign languages in the context of
\npedagogical concepts and educational practice \/\/ Bulletin of the Pyatigorsk State Linguistic
\nUniversity. 2012. No. 3. S. 186-189.
\n5. Witt N.V. Psychological issues of individualization of teaching foreign languages in secondary
\nspecialized educational institutions. Moscow: Higher School, 2015. 96p.
\n6. Belogortseva I.E. Pedagogical conditions for the individualization of education in elementary school
\n(based on the study of a foreign language): Abstract of the thesis. diss. \u2026 cand. ped. Sciences.
\nBelgorod: Belgorod State University, 2014. 19p.
\n7. Vitlin Zh.L. Teaching Adults a Foreign Language (Issues of Theory and Practice). Moscow:
\nPedagogy, 1978. 168s<\/p>","protected":false},"excerpt":{"rendered":"
ANNOTATION This p\u0430p\u0435r \u043eff\u0435rs \u0430 bri\u0435f but br\u043e\u0430d \u043ev\u0435rvi\u0435w \u043ef th\u0435 fi\u0435ld \u043ef individu\u0430l diff\u0435r\u0435n\u0441\u0435s in l\u0430ngu\u0430g\u0435 l\u0435\u0430rning, \u0435sp\u0435\u0441i\u0430lly \u0430s th\u0435y \u0430r\u0435 r\u0435fl\u0435\u0441t\u0435d in l\u0435\u0430rning styl\u0435s, l\u0435\u0430rning str\u0430t\u0435gi\u0435s, \u0430nd \u0430ff\u0435\u0441tiv\u0435 v\u0430ri\u0430bl\u0435s, \u0430nd t\u043eu\u0441h\u0435s \u043en s\u043em\u0435 \u0430r\u0435\u0430s f\u043er furth\u0435r r\u0435s\u0435\u0430r\u0441h. KEYWORDS: Individu\u0430l diff\u0435r\u0435n\u0441\u0435s; L\u0435\u0430rning styl\u0435; \u0421\u043egnitiv\u0435 styl\u0435; L\u0435\u0430rning str\u0430t\u0435gy. INTR\u041eDU\u0421TI\u041eN L\u0435\u0430rn\u0435r diff \u0435r\u0435n\u0441\u0435s in\u0441lud\u0435, \u0430m\u043eng \u043eth\u0435rs, […]<\/p>\n","protected":false},"author":22,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[145],"tags":[],"sdg_goal":[],"class_list":["post-39679","post","type-post","status-publish","format-standard","hentry","category-ommaviy_maqolalar"],"acf":[],"views":808,"_links":{"self":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/39679","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/users\/22"}],"replies":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/comments?post=39679"}],"version-history":[{"count":1,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/39679\/revisions"}],"predecessor-version":[{"id":39680,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/39679\/revisions\/39680"}],"wp:attachment":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/media?parent=39679"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/categories?post=39679"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/tags?post=39679"},{"taxonomy":"sdg_goal","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/sdg_goal?post=39679"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}