THE USE OF TRANSACTIONAL ANALYSIS FOR TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY AND THE DEVELOPMENT OF THE EGO STATE OF AN “ADULT” SECONDARY LINGUISTIC PERSONALITY

Abstract

Recently, questions and concerns have been raised about the loss of contact between the teacher and the student, about the low involvement of students in education and their passive behaviour in the classroom, which is due to both the program, excessive dependence on artificial intelligence and gadgets, as well as many psychological aspects. Transactional analysis as a tool for building work in Human-to-Human activities has great potential to help a foreign language teacher at a higher school. In addition to tools such as switching ego states (Parent, Adult, Child), applying a mutual responsibility agreement, and balancing the “I’m fine – you’re fine” position special attention should be paid to the Adult ego state, especially the manifestation of this state on the verbal and non-verbal levels in a foreign language, since it is this ego state that is prevalent in the professional environment. It is the teacher’s responsibility to demonstrate an adequate professional Adult State in a foreign language to serve as a role model for the students.