Cognitive-behavioral aspects in the effectiveness of foreign language training of students of a non-linguistic university

• Larisa E. Deryagina Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot https://orcid.org/0000-0001-5522-5950
• Sergey N. Tikhomirov Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot https://orcid.org/0000-0001-8972-2808
• Igor B. Lebedev Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot https://orcid.org/0000-0002-8070-3843
• Darya V. Rusetskaya Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot https://orcid.org/0000-0003-1256-1238
• Yury V. Chumanov Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot https://orcid.org/0000-0003-4705-4463

DOI: https://doi.org/10.46925//rdluz.35.09

Keywords: behavior, cognitive activity, attitude, decision making, forecasting, voluntary attention

Abstract

The article analyzes the impact of the cognitive-behavioral characteristics of students from a non-linguistic university on the level of success in learning a foreign language. The purpose of this article is to identify the patterns of the cognitive-behavioral parameters of decision-making in the conditions of choosing between various alternative reactions and their relationship with the effectiveness of foreign language training of students from a non-linguistic university. To study behavior patterns, the method of parameterizing was used such as an important component of any activity, as decision-making by modeling situations under conditions of free, probabilistic and conditional choice. The study involved freshmen and sophomores from a medical university, who were studying foreign languages. The simulation of the follow-up of the stimulus presented revealed a low level of voluntary attention in the students with low performance, especially in a situation of imposed rhythm. Naturally, there is the hypothesis that in this group, their own cognitive style is dependent on environmental conditions, so this must be taken into account in the learning process. The results obtained indicate that the presence of universal differentiated cognitive-behavioral strategies are important in the case of successful / unsuccessful command of a foreign language.

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