Digital technologies

Psycholinguistics
Psychology
Linguistics
Semiotics
Logics
Sociology
Medicine, 
nuerology 
technical 
sciences
Philosophy

---

34 
as a special case of, as one of its species (along with employment, educational, gaming, 
etc.), with its own specific quality, but subject to the general laws of formation, structure 
and functioning of any business. 
So, high school age, or, as it is often called, early youth, refers to the period of 
development of children from 15 to 18 years of age inclusive, which corresponds to the 
age of students of 9-11 - grades of school. At the beginning of the early youth period, the 
teenager is in a borderline state, as he or she is no longer a child, but not yet an adult. There 
is a complete overhaul of the body, and by the end of this period the youngster should 
reach the full physical, intellectual and spiritual maturity he or she needs in the future life. 
There is a complication of the analytic-synthetic activity of the cortex of the large 
hemispheres in the process of work and teaching, which leads to increased nervous 
excitability, as well as disturbance of normal nervous system activity. But most often it 
leads to the wrong regime of the day, which is often led by teenagers of this age (games at 
night, unbalanced diet, lack of outdoor walks, bad habits, etc.). By the end of this period, 
boys and girls achieve such physical development that they are little different from adults. 
The leading educational activity of this period is work and teaching, and pupils pay 
special attention to the practical nature of the subject. Students and pupils in this period 
have selectivity in the subjects as well as a variety of interests related to their future 
professional activity. Students often ask themselves the question: "How and where can I 
use a foreign language, why do I need it in my profession? Many teachers begin to speak 
quite abstractly about the significance of language, although this question is the starting 
point, a kind of springboard for further development of motivation to learn a foreign 
language. During the first lessons in groups of this age, it is necessary to tirelessly explain 
where and how students will be able to apply the knowledge obtained. What is important 
here is the good teaching of the subject, through which the teacher must show the world 
view, cognitive and practical meaning of the subject many times. Practical application of 
the foreign language can be shown through tasks with filling out various forms in English, 
correspondence with an assumed counterpart from another country, dialogue in pairs on 
everyday topics that a student or high school student experiences in his daily life. 

---

35 
In high school or in the first year of college students begin to play different social 
roles - organizers, instigators and even helpers of weak students. A young man or girl of 
this age faces increased demands from his parents, school or college and the organizations 
of which he has become a member. There is a contradiction between the level of 
psychological progress he or she has achieved and what is demanded of him or her. This 
contradiction is resolved through the moral and spiritual development of the individual, 
although many people find it rather difficult to cope with it. It is at the age of 15-17 that 
talent in this or that area can be clearly demonstrated, and creative products with objective 
value are created. Teachers should keep this in mind and, promoting the comprehensive 
development of abilities of all high school students, to identify those boys and girls who 
have a high degree of ability. Seeing the potential, propensity to learn English, it is 
important not to miss or ignore it, but rather to create a situation of success by involving 
such students in contests and competitions in English. 
Let's focus on the development of cognitive learning processes in high school age. 
The development of interests, the growth of conscious attitude to teaching stimulate the 
further development of arbitrariness of cognitive processes, the ability to manage them. At 
the end of senior school age, students fully master them (perception, memory, imagination, 
thinking) as well as attention, subordinating them to certain tasks of life and activity. 
Observation becomes even more focused. Although random memory prevails, involuntary 
memory does not disappear from high school practice. It only acquires a specific character, 
more clearly communicating with the interests of high school students, in particular with 
their cognitive and professional interests. Repetition-based memorization is not common 
at this age. 
High school students have the ability to change and distribute attention, which 
means that students are able to simultaneously listen to the teacher's explanations and 
record the lecture, they are able to follow the content and form of their answer. In a lesson 
in such groups, lessons such as lectures, independent practice work, and writing essays 
become particularly important. 

---

36 
It is very important to pay attention to the individual features and type of 
temperament of each student in the group. The teacher should always be prepared for the 
fact that the group is a set of a variety of types of temperament, so to involve the whole 
class must always maintain interest and active atmosphere in the lesson. You can do this 
by continuously changing activities, paying attention and helping melancholic and 
phlegmatic. 
As A.N.Leontiev said, "a foreign language teacher is more than a teacher of any 
other subject, it is necessary to actively intervene in the emotional sphere of the lesson and 
to ensure that students, if possible, have emotional states favorable for learning activity. It 
is by influencing the emotional side of perception of foreign speech that motivation can 
be increased. Today's students and high school students have a special need for the 
emotional teaching of the subject, with a variety of uses of visibility, such as audiovisual 
learning tools, the Internet, videos, movies. Modern TSOs help to organize the field of 
perception of students of this or that situation, give them the opportunity to interpret it 
independently, using the language units they know at this stage. When organizing lessons 
in groups of this age, a teacher needs to work on the principle of redundancy of means of 
influence, since it will help to influence simultaneously "visuals", "audiovisuals", and 
"kinestets".( 
https://cyberleninka.ru/article/n/uchet-psihologicheskih-osobennostey-
starshego-shkolnogo-vozrasta-kak-sposob-povysheniya-motivatsii-k-izucheniyu-
angliyskogo-yazyka
) 
(10)
Another feature of this age is that although there is a growing consciousness about 
teaching, young boys and girls of this age show a lack of ability to learn on their own in 
the new environment by entering a secondary school. The reason lies in many things: at 
school, many students listen to the teacher passively, hoping that he will explain 
everything to them again. Children do not know how to use the general concepts, 
conclusions, and inferences - they are most often formed not by analysis, but by learning 
the finished material from a textbook. First-year students often have an unformed skill to 
work with teaching material on their own. This should also be taken into account when 
organizing a foreign language lesson, because a student who does not have the skills to 

---

37 
build logical conclusions and statements, even if at the level of their language skills, will 
not be able to build a statement independently. The teacher should develop this ability 
systematically, giving tasks that encourage thinking activity, and then, by means of 
supports, help to build their own conclusion in English. Effective here are the building of 
schemes, denotative maps of the text, plans for retelling, highlighting the main thoughts 
with further expressions through their own language units. 
Do not forget that students of high school age pay great attention to the practical 
importance of the material, so the application of communication skills exercises will form 
emotional satisfaction in an English lesson, creating a situation of success. 
Criticism of students of a given age should not be taken lightly; rather, through 
praise and attention to a student's smallest successes, it should maintain a fire of motivation 
and interest in learning English. This does not mean that we should forget about 
grammatical inaccuracies and mistakes, it is simply worth speaking about them less 
critically, observing a special pedagogical tact. 
Thus, studying the psychological and pedagogical factors that affect the 
motivation of students to engage in foreign language activities, allows us to optimize the 
process of learning a foreign language at the age of 15-16 years, help students to set the 
right priorities and deepen the learning process. By knowing these factors, teachers can 
avoid conflict with students and develop an internal rather than external motivation to 
learn, which in turn plays a huge role in language learning and allows them to consciously 
and with great desire to learn a foreign language culture. 

---

38