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70THE ESSENCE OF MOTIVATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Khaydarova N.A.
Khaydarova Nodirabegim Ahtamovna - teacher of English language, DEPARTMENT FOREIGN LANGUAGES,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: teaching English to non-native speakers is one of the essential skills. Motivation has a great impact on teaching English to non-native speakers. Without motivation, there is no life in the class. Keywords: motivation, second language, motivate, acquisition, learning strategies, teaching foreign language.
English is considered to be one of the most important languages of the world. English is the language that is used for connecting peoples having different tongues. English is the international language. International English is the concept of the English language as a global means of communication in numerous dialects, and also the movement towards an international standard for the language. It is spoken all over the world [1, p. 6]. Many people are aware of the value that the English language has in today's world. For that reason, the demands for learning and acquiring this world language are increasing day by day.
The teaching of language is basically conditioned by the nature of the subject. Language is the manipulation of experience by the use of symbols [1, p. 152]. The concept of language as a learning task is a complex of interrelated and interdependent experiences and elements, in which growth proceeds simultaneously but in varying degrees, dependent on points or emphasis and interest.
Teaching English to non-native speakers is a challenging experience for teachers. Stern defines language teaching as the activities which are intended to bring about language learning [2, p. 21]. In other words, language teaching is more than instructing a class, it is a process which involves different activities, and it is the responsibility of the teacher to discover when and how to engage learners in the classroom environment.
Teachers of English as a foreign language are the knowledge providers for learners, they are the ones who are able to make diagnosis for the psychological elements which intervene in the process of learning; when they understand the factors affecting learners' performance they can easily make a change. This may encourage them to work and participate in a variety of educational activities.
In the process of teaching English as a foreign language motivation plays an important role and it has impact on learner's attitude towards the language. Teacher should try always to motivate students to learning the foreign language because motivation provides the necessary encouragement for learning. The students of correctly motivated to learn foreign language can himself manage to learn the language. Naturally to learn English needs a boost, an internal motivation to learn another language. As we know that first language is learnt naturally. We know that first language is acquired and second language is learnt. To learn first language we need not to motivate the child, he is internally motivated and he acquires first language. To learn second language students are given systematic practice, it means he is motivated to learn second language. Without motivation he cannot learn second language.
Motivation is a term which occurs in discussion of second rather than first language learning. It is through speech that a child learns to organize his perception and regulate his behaviour and mental activities. Faced with problems and needs, the child wills merely look for outside assistance. The word "Motivation" has been defined as: Motivation is considered with the arousal of the interest in learning and to the extent is basic to learning. Motivation is the central factor in the effective management of process of learning. Some types of motivation must be presented in learning. Motivation is an energy change within a person characterized effective arousal and anticipatory goal reaction. Motivation, in other words, is the preparatory phase for all acts of learning. Setting up specific goals and recording accomplishments are other effective means of motivation [1, p. 41].
Motivation is one of the important aspects of second language acquisition. Motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Taken into consideration from that aspect, to be able to make the learner active and desirable in learning process gains importance.
Most teachers and researchers have widely accepted motivation as one of the key factors which influence the rate and success of second language learning. Moreover, motivation provides the primary impetus to initiate learning the second language and later the driving force to sustain the long and tedious learning process; indeed, all the other factors involved in the second language acquisition
presuppose 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
