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69presuppose motivation to some extent Motivation determines the extent of active, personal involvement in the second language learning; research shows that motivation directly influences how often students use the second language learning strategies, how much students interact with native speakers and how long they persevere and maintain the second language skills after language study is over [3, p 130]. As a conclusion we can say without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals.
References
1. Dr. M.F. Patel, Praveen M. Jain. English language teaching (Tools, Methods and Techniques) Jaipur, 2008. P. 6.
2. Stern H.H. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press, 1983.
3. Leila Anjomshoa, Firooz Sadighi. The importance of motivation in second language acquisition. International journal on studies in English language and literature. Volume 3. Issue 2. February, 2015.
MAIN COMPONENTS OF ORGANIZING INDEPENDENT WORK
OF STUDENTS Soliyeva M.A.
Soliyeva Munavvar Akhmadovna - English teacher, FOREIGN LANGUAGES DEPARTMENT,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses some problems of the organization and planning of the students' independent works. It also deals with proposed requirements for the organization of independent work of students. The author of this article pays attention to the methodical support of the students' independent works.
Keywords: independent work, main objective, the motivation for learning.
Concept of modernization of education system of Uzbekistan provides increase in improvement of students' independent work that demands the corresponding modernization of teaching and educational process, improvement of educational and methodical documentation, development of new didactic approaches for deep independent development of students self-studying.
The any kind of occupations creating conditions for origin of an independent thought, informative activity of the student is connected with independent work. In a broad sense it is necessary to understand set of all independent activities of students as independent work both in educational audience, and out of it, in contact with the teacher and in his absence . Independent work of the student is one of the most important components of educational process during which there is a forming of skills, abilities and knowledge, and assimilation by the student of acceptances of cognitive activity, interest in creative work and, finally, a capability is provided further to solve educational and scientific problems [2, p. 240].
The purpose of independent work of students is - to create ability to solve problems on discipline independently. The purpose of independent work of the student is a development of such line of the personality as independence, i.e. capabilities to organize and realize the activities without foreign management and the help. The main objective of the organization of the independent work of students (IWS) consists in creation of psychological-didactic conditions of development of an intellectual initiative and thinking on occupations of any form. Transfer of all students to individual work with transition from formal accomplishment of certain tasks in case of a passive role of the student to informative activity with forming of own opinion in case of the solution of the raised problematic issues and tasks shall become the basic principle of the IWL organization.
Independent work is organized on the basis of a system of specially selected tasks and questions. Questions and tasks in assignments require the student not only to reproduce knowledge, but also display creativity, form and develop his experience of creative activity. This expands the basis of motivation, strengthens and strengthens it. In general, the content and structure of tasks allows for regular students to receive satisfaction from independent work performed. Such emotional
background, in turn, forms a positive attitude towards the completed case, and through it - to the discipline under study.
Tasks for the variable component can be as follows: compiling a terminological dictionary on the selected topic; compiling a catalog of Internet resources on the topic, an independent study of topics, paragraphs; drawing up a plan-summary on a given topic, preparation of a lesson fragment (with a speech); selection, study, analysis and summary of recommended literature; writing an essay on the topic; preparation of a message for the lesson, etc. The necessary means are the system general methodological instructions for students, as well as detailed methodological recommendations for performing each type of independent work within the framework of the selected topics.
Methodical recommendations for the organization of independent work of students contribute to the competent and rational implementation of the performing. For this, the types of activity actively used in the study of discipline should be described in detail in the instructions, with a sequence of actions and even operations. In this case, the activities themselves become the subject of study, which gives the right direction to the indicative stage and, of course, strengthens the motivation for learning. The work of students with such methodological instructions allows them already in the study of the discipline to learn the full and a generalized framework for each of the activities as working with literature, conducting experiments, solving problems.
Special attention in an educational and methodical complex should be given to independent educational activity of students, which can and has to provide new level development of the discipline, which is characterized by deep understanding of contents, possession of ways of its application for the solution of professional tasks.
Technologies, which are recommended to be used for implementation of independent work offer orientation to a wide range of information sources, receiving pedagogical support by students through various information channels, a task of various reference points for obtaining result of independent work, up to criteria for evaluation of works. Existence not only obligatory, but also variable part of independent work students (and tasks for their implementation) gives the chance to students to carry out the choice of an own route when studying discipline.
References
1. Organization and control of independent work of students: guidelines // Ed. V.P. Garkin. Samara:
Universe-Group Publishing House, 2006.
2. PidkasistyP.I. Independent cognitive work of pupils in teaching. Moscow, 2006. 240.
SOME FEATURES OF EFFECTIVE TEACHING PROFESSIONALLY ORIENTED FOREIGN LANGUAGE Soliyeva M.A.
Soliyeva Munavvar Akhmadovna - English teacher, FOREIGN LANGUAGES DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses some features of effective teaching professionally oriented foreign language. It is also concerned with the current importance of forming professional competencies. The author emphasizes the main aspects of ESP.
Keywords: professionally oriented foreign, specific needs and learning conditions, learning material.
Currently, the need for highly skilled, multilingual, is constantly growing. This trend will continue in view of the increasingly deepening of globalization. As a result of foreign language training for specific purposes and English for Specific Purposes (ESP) is playing an increasingly important role not only in economics and management, but also in corporate life.1 Although ownership of the business of a foreign language is equally important for students of business management, as well as for corporate employees - their specific needs and learning conditions are very different. For the students the main difficulty are issues related to understanding the business and not just a study of the English
1 Hutchinson T., Waters A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
