Psychological barriers in teaching adults oral foreign language speech in corporate training

The process of teaching adults oral foreign language speech turns out to be very complex and multidimensional, often contradictory and deeply individual. In the corporate training of oral foreign language speech, the main problem is often psychological barriers experienced by adults due to lack of readiness for independent activity in a foreign language, lack of knowledge, skills, abilities, self-control, lack of imagination, low self-esteem, the presence of certain character traits and temperament. All this leads to general dissatisfaction with the training outcomes and a decrease in the effectiveness of the teacher. The article reveals the problem under study, defines the object of research, hypothesis, tasks, methodological foundations and research methods, and determines its scientific novelty. The concept of "psychological barrier" is defined; its creative and mobilization functions are specified. The authors consider psychological barriers from various points of view depending on their nature, essence and methods of analysis presented by researchers of the main domestic and foreign schools. The key psychological barriers in teaching adults foreign language speech and ways to overcome them in the corporate training environment are described. The classification of criteria and parameters is given; the stages of overcoming psychological barriers are analyzed, as well as the factors constraining the process of effective teaching of adults to speak a foreign language in the field of corporate training. Corporate foreign language training is understood as the acquisition of new skills in order to increase the efficiency of employees. The effectiveness of teaching adults oral foreign language speech in the corporate training is determined by the application of the strategies to overcome psychological barriers within the framework of the methodological model implementation taking into account psychological barriers. The results of the study can be used in training wide profile specialists engaged in international activities involving obligatory knowledge of foreign languages, and also contribute to the development of the methods of teaching adults in the field of additional professional education.

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