Emotional Factor in Students' Acculturation in a Foreign Language Class

Industry 4.0 is creating a new environment for modern students characterized by competition, multitasking, flexibility skills and etc. However in this race for competitive students and professionals it is important to pay attention to the development of emotional factor and use it in learning and teaching. These approaches facilitate the efficiency of learning outcomes as well as development of a harmonic personality with adequate values. In this paper we consider the emotional factor in teaching languages to future engineers. One of the priority tasks of a linguistic study at an engineering higher education institution is the study of a foreign language as a means of the world cultural values interiorization and of a cultures dialogue that is of great importance for Russian higher education in training engineering specialists capable of looking around optimally in changing socio-cultural circumstances and realizing their creative potential in their personal and professional activities. Nowadays education faces not only the problem of knowledge and skills obtaining, but also the experience of an emotion-axiological attitude towards the world. The purpose of this paper is to investigate and apply the methods that contribute to the students' acculturation optimal level creating an emotional background in a foreign language class. Linguia socio cultural approach to foreign language training (V.V. Safonova, S.G. Ter-Minasova, V.P. Furmanova); psychological and pedagogical bases of the games and music in education (A.V. Kalagastova, E.P. Karpichenkova, Yu.N. Kulyutkin, P.I. Pidkasisty); studies on the theory and methodology of foreign language communicative teaching (N.D. Galskova, G.A. Kitaygorodskaya, E.I. Passov); neuropsychological studies in pedagogics (S. Blake, S. Peip, M.A. Choshanov, A.E. Polskaya) form the theoretical and methodological basis of the work. Emotional background creating has a significant effect on memorizing, storing and reproducing information, thus the positive emotions availability, a friendly attitude towards everyone, and learning without tension are necessary for foreign language training. To achieve this goal, the musical and artistic component is able to bring dynamics to the process of the language learning and strengthen its cultural aspect, taking into account the principles of optimization, artistry and problematics (G. A. Kitaygorodskaya, R. Ratner, R. Steiner). Game estimatedcompetitive forms of training and the active teaching methods (emotional-semantic method, method of enhancing the capabilities of an individual and a team) based on communicative learning systems mobilize energy, concentrate students' thoughts and create the positive emotional tension atmosphere promoting optimum cultural values interiorization in the process of linguistic studies. The additional cultural unit use with the training game forms becomes not only the foreign language learning and cultural values assimilation effectiveness, but also the abilities for different identifications development, and, as a result, the motivation to understand other cultures. The diagnostics results analysis (observations, questioning, interviewing, participation in competitions, creative works presence) showed: • efficiency of educational material optimization • the students’ increasing language learning interest and their emotional involvement in the educational process, • the desire to participate in all forms of communication; • the desire to improve language skills and to obtain cultural values knowledge with the help of musical and artistic means; • the development of the students’ creative potential, the strive for rhymes creation; • the need for emotional background in the group, friendly partnership and productive relationships.