The Psycholinguistic Standpoints in English Speech Activity


  • Ilona KOSTIKOVA H. S. Skovoroda Kharkiv National Pedagogical University
  • Liudmyla HOLUBNYCHA Doctor of Science in Education, Ph. D in Education, Full Professor, Department of Foreign Languages # 3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine,
  • Karyna FOMENKO Doctor of Science in Psychology, Ph. D in Psychology, Professor, Department of Psychology, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine,
  • Anna SHEVCHUK Ph. D in Education, Associate Professor, Department of Pedagogy, Foreign Philology and Translation, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine,
  • Oksana KADANER Ph. D in Philology, Associate Professor, Department of Foreign Languages # 1, Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Olena MOSHYNSKA6 Ph. D in Philosophy, Associate Professor, Department of Foreign Languages # 1, Yaroslav Mudryi National Law University, Kharkiv, Ukraine



English speech activity, Speaking, Reading, Listening, and Writing, psycholinguistic standpoints, foreign language learning, students.


The correlation between English speech activity and psycholinguistic standpoints of foreign language learning has been shown as well as the empirical analysis of their connection has been conducted. The purpose of the article is to identify the correlation between English speech activity and psycholinguistic standpoints. The theoretical, empirical, statistical methods have been used to reach the purpose. To check the effectiveness of applying psycholinguistic principles to English speech activity the empirical (diagnostic) methods such as testing (oral and written), observation, and discussion were used. The pedagogical experiment with the students of H.S.Skovoroda Kharkiv National Pedagogical University and Yaroslav Mudryi National Law University was also conducted. The pedagogical experiment showed the effectiveness of developing English speech activity based on the psycholinguistic standpoints. The statistical methods helped to evaluate the results of the pedagogical experiment. Apprehending the correlation between psycholinguistic standpoints and English speech activity (Speaking, Reading, Listening, and Writing) training is really topical since it helps to define the most effective methods of the foreign language teaching and learning. The psycholinguistic components (motivational and cognitive, analytical and technological, reflexive, emotional and evaluation ones) have been described from the standpoint of psycholinguistics. All types of English speech activity have been researched as for their correlation with psycholinguistic components.

Author Biography

Ilona KOSTIKOVA, H. S. Skovoroda Kharkiv National Pedagogical University

Department of Theory and Practice of the English Language, Full Professor


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How to Cite

KOSTIKOVA, I., HOLUBNYCHA, L., FOMENKO, K., SHEVCHUK, A., KADANER, O., & MOSHYNSKA6, O. (2020). The Psycholinguistic Standpoints in English Speech Activity. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2), 199-210.

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