The Peculiarities of Foreign Language Learning and Acquisition Processes: Psychological and Linguistic Factors

Context and Relevance. The problem of improving the quality of foreign language teaching remains highly relevant in today's world, as does the analysis of the reasons why it is unsatisfactory. Innovative methods introduced into linguodidactics for teaching foreign languages in schools and universities do not lead to a significant change in the situation. The aim of this study was to analyze data accumulated over the past 50 years on whether it is possible to teach a person a foreign language in an artificially created linguistic environment and how complete and durable the acquired language material will be. Results. Our analysis revealed that researchers lack a unified opinion on the processes and factors influencing language acquisition both in natural conditions and in instructional (artificially created) language environments. In some works, the presence of these two conditions serves as a basis for contrasting the processes implemented therein as “acquisition” and “learning” of a foreign language, with the former, close to the conditions of ontogenetic development of the native language, being considered the only possible way for full mastery of a foreign language, while the latter is viewed as ineffective. This position, held by the authoritative psycholinguist S. Krashen, although subject to criticism, serves as the theoretical and methodological foundation for empirical studies that either confirm the main tenets of his theory or describe methods for partially transforming the artificial language environment and improving the process of “studying” a foreign language. Conclusion. Traditional and modern methods fail to address the task of reliably consolidating foreign language competence at the required level within the educational system.

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