Keyword: «overcoming»

The article deals with the practical issues of multilingual approach to teaching foreign languages at Transport University. The author emphasizes that the communicative-cognitive principle stays as a general methodological principle. The role and importance of the native language in the learning process is described. The study highlights the special role of Russian as an effective means of overcoming cross-language interference. It is concluded that reference to the native language is methodologically justified and appropriate because it helps to increase the efficiency of foreign languages learning.

Based on the analysis of the survey results, the article identifies the main categories of school difficulties faced by primary school students (in learning, communication, and socialization). Coping strategies were studied as a resource for overcoming school difficulties. The article discusses the content and forms of psychological and pedagogical assistance to students, and provides examples of activities for working with primary school students and their immediate environment. The aim of the study: to examine the nature of school difficulties for primary school students (in learning, communication, socialization), to determine the targets of psychological and pedagogical support in overcoming school difficulties. The theoretical and methodological basis of the work were the works of scientists in the field of educational activity, pedagogical and developmental psychology of primary school students. Theoretical, empirical (questionnaire, testing) methods, data processing methods were used in the course of the work. The study involved 300 primary school students from grades 1 to 4. The survey was conducted in 4 educational institutions of the city of Tula. The results of the study are illustrated with the help of diagrams. Based on the research materials, the directions of effective psychological and pedagogical support for primary school students are presented: creating conditions for independence, initiative, and curiosity, development of interest in acquiring knowledge, ability to learn, etc. Novelty of the study: scientific ideas about school difficulties of primary school students, the resource approach determining the choice of effective strategies for overcoming school difficulties have been supplemented and systematized. The theoretical significance of the work consists in clarifying the concept of "school difficulties", identifying their specificity in primary school age. The practical significance consists in the fact that the obtained data can be used to improve the provision of psychological and pedagogical support for students, organizing the prevention and correction of school difficulties. The results of the study may be useful for teachers and educational psychologists when interacting with primary school students with difficulties in learning, communication, socialization, designing developmental, correctional-developmental, preventive programs, programs for individualization of education, and educating parents.