0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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HOW PSYCHOLOGY IN TEACHING ENGLISH IMPROVES STUDENTS' ABILITY TO EXPRESS THEMSELVES
Nazarke Seydraxim qizi Abduraimova
Student at Chirchik state pedagogical university Scientific advisor Eldorbek Erkin o'g'li Khamitov
ABSTRACT
The aim of this thesis is to explore the role of psychology in teaching English and its impact on improving students' communication skills. It delves into various psychological theories and teaching methodologies that enhance language learning and communication abilities. By examining the interplay between psychology and language acquisition, this study seeks to provide insights into effective teaching practices that foster students' self-expression and fluency in English. The analysis draws on empirical research and educational psychology literature to offer practical recommendations for educators seeking to optimize language teaching methods and facilitate students' communication development.
Keywords: psychological principles, self-efficacy, cognitive
ANALYSIS
Effective communication is a fundamental skill in today's interconnected world, and the ability to express oneself fluently in English is increasingly valued in academic, professional, and social contexts. Understanding the psychological principles underlying language learning can significantly enhance teaching strategies and improve students' communication outcomes. Incorporating psychological concepts such as motivation, self-efficacy, and cognitive processes into English language instruction can create a supportive and empowering learning environment conducive to language acquisition and skill development.
Psychological theories such as social learning theory, cognitive psychology, and constructivism provide valuable insights into how students acquire language skills and how educators can facilitate this process. For example, incorporating cooperative learning activities, providing meaningful and relevant language input, and fostering a positive learning environment can all contribute to students' motivation and engagement in language learning. Additionally, understanding individual differences in learning styles and preferences can inform differentiated instruction tailored to meet students' needs and promote optimal language learning outcomes.
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
METHODS
1. Literature Review: A comprehensive review of psychological theories relevant to language learning and teaching, as well as empirical research on the effectiveness of various teaching methodologies in improving communication skills.
2. Case Studies: Examination of case studies and examples of language teaching practices that integrate psychological principles, highlighting successful approaches and best practices.
3. Survey and Interviews: Surveys and interviews with language teachers and students to gather insights into their experiences with psychology-based language teaching methods and their perceived impact on communication skills development.
CONCLUSION
Psychology plays a crucial role in enhancing communication skills through English language instruction. By incorporating psychological principles into teaching practices, educators can create a supportive and engaging learning environment that fosters students' language acquisition and self-expression. Through a deeper understanding of how psychology influences language learning, educators can tailor their teaching methods to meet the diverse needs of learners and promote more effective communication outcomes. Ultimately, integrating psychology into English language teaching holds great potential for empowering students to express themselves confidently and fluently in English, thereby enhancing their academic, professional, and social success.
REFERENCES
1. Eldorbek, K. (2023). ERRORS IN TRANSLATION OCCURRING DUE TO ASYMMETRIES IN THE TARGET AND SOURCE LANGUAGES. Finland International Scientific Journal of Education, Social Science & Humanities, 11(2), 289292.
2. Erikson, E. H. (1993). Childhood and Society. W. W. Norton & Company.
3. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
4. Papalia, D. E., Feldman, R. D., & Martorell, G. (2011). Experience Human Development (12th ed.). McGraw-Hill Education.
5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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