| Title of scale |
Scale content |
| Psychological barriers |
Outwardly reserved character; fear of mistakes; fear of public prejudice; low motivation; inability to take criticism; heightened anxiety; doubts, hesitation, lack of self-confidence; skepticism towards possibility of learning FL, low self-esteem, feel of embracement in front of teachers (as a social role). |
| Didactic barriers |
Number of students in FL group exceeds the optimal for implementing teaching goals, low quality of textbooks, low competence of teacher: lingua-didactic, communicative, language proficiency; mistakes of choosing teaching methods, mistakes in using evaluation methods, inability to motivate students. |
| Social adaptation barriers |
Low priority of the FL in student’s hierarchy of learning values, student’s inability to combine other social roles with learning a FL, lack of language environment. Learning schedule is more intense then suggested limitations (maximum learning hours per day and per week, length of breaks etc.), uncomfortable psychological climate in the group, lack of positive models in the close university circle, lack of family support, physical exhaustion. |
| Psychophysiological barriers |
Low articulatory sensitivity, diseases of articulatory system, low phonetical coding ability, bad language intuition (native language), low ability to use the FL directly without translating from the native language, low ability to change words according FL grammar rules and assemble them into utterances, bad memory, low IQ level, general health problems. |
| Competence barriers |
Low competence of students in using strategies of working with text, compensatory strategies, communicative, metacognitive, affective, memory strategies, strategies for learning grammar material, absence of previous FL learning experience, low pluracultural competence. |
| Linguistic barriers |
Specifics of English, the degree of its similarity to Russian language. |
