Recommendations for overcoming of the language barrier during spontaneous communication in foreign language of humanities

The article examines the reasons for the emergence of a language barrier for students of humanities during spontaneous communication in foreign language. The opinions of scholars who consider the language barrier as a psychological problem that arises at different stages of teaching foreign language are given. There are some factors that influence the psychological state of students, and make them feel anxiety and fear during foreign language communication. The purpose of the research is to analyze the existing problems that are the direct reasons of the emergence of a language barrier during the spontaneous communication in foreign language between our students and native speakers. The task is to reveal the best ways of overcoming the language barrier by the students of humanities, in a non-linguistic environment. During the work, three main problems of the language barrier were described, and the ways of overcoming them were recommended: 1) dissatisfaction with students' own pronunciation, which can be overcome with the help of reading of foreign-language sounded texts, and by choosing the most appropriate foreign language accent; 2) insecurity in use of students' own vocabulary, which can be overcome with the help of various exercises, where students should select synonyms and use different meanings of some foreign words; 3) fear of making a mistake, which can be overcome with the help of using more simple sentences and combinations instead of more complicated ones. The reason for the emergence of a language barrier among students can also be the teacher himself, his negligence and unprofessionalism. Thus, we can conclude that in order to prevent and overcome a psychological barrier, it is necessary to create a climate of mutual trust, emotional warmth, security in which the process of education takes place, the creation of an atmosphere of cooperation, the formation of positive emotions during the lesson, taking into account personal motives, interests and hobbies of the students.