Psycho technology of personality reserves activation when teaching foreign language. Practical experience

Abstract

The article considers the problems of the role of implicit memory in education. The Activation Method (also known as Professor G.A. Kitaygorodskaya Method) is analyzed from the point of view of the implicit memory. It is shown that the efficiency of teaching/learning process is to a great extent reached thanks to the implicit memory. Some specific features of the teaching/learning process which provide for the conditions activating implicit memory are identified and described. These conditions are as follows: refocusing students attention from mnemonic goals to the game play- ing which is achieved thanks to the dramatization of the teacher-students classroom interaction; motivating students speech activities by involving them into a kind of classroom drama in which they act as its characters; integrity and content richness of the dramatized teaching course; integration of all the communicative tasks into the wholistic teaching/learning process; students contribution to the lesson content creation which requires their speech activity and speech initiative, as well as the development of their intellectual and creative potential; non-standard, unique char- acter of the teaching process; using a variety of mnemonic techniques to facilitate memorizing; students emotional involvement into the dramatized teaching/learning process and other factors.

Keywords

• foreign language teaching
• personality reserves activation
• the Activation Method
• implicit memorizing
• implicit memory
• implicit memory stimulation
• intellectual activity
• dramatizing
• students speech activities acting as personages
• mask
• lessons content creating
• creative task
• creative speech production