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THE IMPORTANCE OF USING REGIONAL STUDY MATERIAL TO INCREASE MOTIVATION IN THE EDUCATIONAL PROCESS
SHERIPOVA NAZERKE ALTYNBEKKYZY
Master degree student of Aktobe Regional University named after K.Zhubanov
Scientific supervisor - BULATBAEVA K.N. Aktobe, Kazakhstan
Abstract. The following article is devoted to the problem of using regional study materials in teaching a foreign language. Managing the motivation to learn a foreign language is one of the main problems that should be taught in school. As a subject, a foreign language has many special features, one of which is the acquisition of a foreign language by learning the ability to communicate in a foreign language. Communication plays an important role in learning a foreign language. Events that occur at the local or regional level will arouse more interest among students.
Key words: foreign language, motivation, educational activities, intercultural communication, regional study.
Teachers have different ideas about their role in motivating students and the best way to achieve this goal. When we look at different strategies, we see different approaches, and individual teachers may have different opinions about their relative effectiveness and validity, but these strategies have one thing in common: they all assume that motivation is directed from the outside - teachers have students motivating power. That is a good idea. What we think motivates depends largely on how we understand the concept of motivation. In addition, the fundamental aspect of this is where we look at the origins of this motivation: whether it comes from outside the student or from inside. Without a clear understanding of what motivation means, we cannot say whether a particular strategy is motivating or not. Educators are easily aware of the importance of motivation in language learning, but often there is no clear agreement on the meaning of this term. A clear working definition of motivation is necessary for any foreign language teacher toolkit.
Before we look at some of the definitions of motivation found in the psychology literature, we need to think a little about our understanding of this term on a daily basis, as it has a significant impact on how teachers think about motivation in the classroom. The word "motivating" itself may not help. After getting the dictionary, you will find a definition in the photo that classifies the word as a transitive verb, indicating someone or something that "motivates" others to do something.
The verb "to motivate" suggests that motivation is primarily an external entity, and this is related to many familiar educational practices, such as reward and punishment behaviors, that teachers traditionally use to "motivate" students. Motivation is related to the teacher who controls the student or directs him in a certain direction. In the literature there is a concept closely related to motivation called push-pull, which is usually based on the theory of behavior and looks at human behavior because of external stimuli.
According to the push-pull theory of motivation, the individual is not the basic understanding of motivation for many, with external stimuli such as rewards and incentives, or subconscious forces, or within himself. It is a combination of activism and push-pull theory. Achieve learning outcomes by providing motivation and thus providing various incentives. We are starting to see the role of teachers as people who guide students to achieve their goals.
Early deciphering of motivation focused on the tendency to seek pleasure or avoid pain -basic needs. A motivational view that emphasizes its external nature puts the teacher in a central
dominant role. However, as with the cognitive perspective, a perspective that focuses on the basic nature of motivation gives students a central role and is therefore very different for teachers, because the cognitive perspective has the greatest impact on how we understand the motivation to learn a language.
The main purpose of the subject "Foreign Language" is the ability to communicate, that is, the ability and willingness to realize interpersonal and intercultural communication of a foreign language with a native speaker. In this context, the teacher is faced with the task of creating an environment for voice communication in a foreign language, as close to natural conditions as possible in the language learning process.
Speaking in a foreign language the most important factor that activates the communication process should be considered as the motivation to master a foreign language. In recent years, Rubinshtein S.L. has solved this problem [2]. For the optimal organization of the educational process, first, a deep knowledge of the student's learning motives, and secondly, to correctly identification are necessary. In this context, in addition to turning to theoretical studies on motivation, deciphering the relationship between the content of foreign language education. Examining the psychological basis of motivation, it is possible to find ways to solve the motivation problem by learning from the point of view of psychological research in this field. According to Zimnyaya I.A.: "Motivation aims to explain the nature of a particular speech action, and communication intention aims to express the communication goals pursued by the speaker when planning or another form of influence on the listener" [4, 67]. Therefore, motivation is a system of impulses that directs educational activity to deeper learning of a foreign language only if the teacher has a positive attitude. During the school year, students' attitudes towards different speech activities may change. This depends on various factors, for example, which direction the teacher gives to master a foreign language. In addition, for the optimal organization of speaking and thinking activities, you need to know the type of motivation.
The motivation to learn can be determined by external (narrow personal) motives and internal motives. External motivation, task motivation, responsibility (broad social motivation), evaluation motivation, personal well-being (narrow social motivation), lack of learning motivation (negative motivation), etc. On the contrary, the internal motives are related to the content material. Motivation for cognitive activity, interest in learning content (cognitive motivation), motivation to master general behavioral methods, motivation to determine causality in the studied material (pedagogical cognitive motivation). Ilyin E.P. studies show that with the transition of students to a higher level, the superiority of external motivation for learning gradually turns into the superiority of internal motivation [1].
Interest in the process of learning a foreign language depends primarily on the intrinsic motivation that comes from the foreign language activity itself. For this reason, foreign language teachers need to develop students' intrinsic motivation in order to maintain and increase interest in the subject. In this case, important and decisive parameters are specific to a particular individual: personal experience, context of activity, interests and tendencies, feelings and emotions, worldview, team situation.
As a foreign language culture, the main importance in the foreign language teaching system is a way to maintain the motivation of cognitive, developmental and educational activities, and ultimately the motivational aspect of foreign language students is important for the activation of all psychological processes. Thinking, perception, understanding, assimilation of foreign language materials. Thus, increasing the level of motivation contributes to the development of cognitive and intellectual activities of students and ultimately increases the effectiveness of learning process. The following items contribute to the motivation development:
- Participation of students in cooperative learning activities in the classroom;
- To establish a "teacher-student" relationship on the basis of advice;
- Interesting and unusual presentation of teaching materials;
- The use of educational games, discussions and disputes;
- Analysis of living conditions;
- Development of student independence and self-control.
In our opinion, communication can keep the motivation of all three types of activities. In this way, information, ideas and interests are exchanged, personality traits are transferred, and taking into account a person's personal qualities is the most "internal condition" of a student in communication education. The need for communication will arise because person is interested in something that interests him or her. Thanks to this situation, the needs of the individual are met and a positive attitude towards learning a foreign language is born. If not all of the above factors are taken into account, the student's speech activity will not be motivated. In addition, this, as mentioned above, affects the performance of schoolchildren. The material selected in the most appropriate way with the content of the speech strengthens all the elements of needs, interests, emotions and motivation. The creation of a stable level of motivation for learning forces the teacher chooses appropriate teaching materials that are creative by nature and represent cognitive, communicative and professional values that stimulate the mental activity of the student.
In modern society, teachers, methodologists and educators are faced with the task of creating a new generation of socially active citizens, worthy heirs of the experiences of past generations, successors of the spiritual culture of people, traditions of ethnic groups. In this context, as an example of materials for teaching foreign languages, it is necessary to reconsider the role of regional study in educational theory and practice.
Taking into account the characteristics of regional study as an effective means of increasing the motivation to learn a foreign language in the context of intercultural communication, it is necessary to take into account the general interrelation teaching:
- with other subjects of school curriculum (history, cultural disciplines, etc.)
- using regional historical materials during educational process;
- the systematization of deliberate and planned nature of regional historical materials use;
- themes, including the development of appropriate materials for each topic of standard textbook;
- taking into account the age characteristics of schoolchildren when choosing materials according to the accessibility principle;
- the use of game technology, students' dependence on creativity, the child's imagination, the ability to simulate "conditionally real" communication in artificial conditions;
- cognition, which assumes that students in the learning process, with the help of local historical materials, acquire not only what they already know, but also new information, new knowledge;
- entocentrism, the principle of tolerance that predicts the development of the student's ability to understand and accept other cultures;
- comparison, which means the presentation and use of historical materials of the region or materials of a regional nature, materials from country of the studied language [4, 72].
Therefore, regional study materials as a didactic tool in the process of language and cultural education serve as a connecting element that facilitates penetration into the studied culture, including elements of local history in foreign language content, and compliance with the above principles has a beneficial effect on student motivation. Moreover, as a connecting element, it facilitates penetration into the studied culture, including elements of local history in foreign language content; as a result, the quality of education also increases.
Regional study materials can be used successfully when teaching all kinds of speech activities in foreign language classes. Listening, reading, speaking in dialogues and monologues, listening organization is insignificant, but still, based on texts containing new lexical materials, it is necessary to pay attention to students whose pronunciation skills have not developed and whose hearing sensitivity is low. It will be so. It should be noted that the reality presented in the form of illustrations, which are already familiar to students, greatly facilitates perception in a
foreign language. The teacher makes all instructions and explanations before presenting the visual material, so as not to distract the student's attention. It is recommended to choose the most vivid and interesting photos for students. This can attract the attention of the class and increase the interest in learning a foreign language. Students are encouraged to prepare their own reproductions, photos and information based on the available materials. This greatly facilitates the purchase of materials and the organization of work.
Therefore, it can be concluded that the use of local historical materials of foreign languages in the educational process motivates the educational process, deepens and expands the scope of students' cognitive activities, contributes to the development of students' personal qualities, and together creates conditions that affect students' success in the educational process. We found that in the modern methodology of teaching foreign languages in secondary school, there is attention to a unique didactic tool — the use of regional study materials. We have determined that, having sufficient knowledge of local history content, students of modern secondary schools for the most part have difficulties in presenting this knowledge in a foreign language.
The interest in the problem of using regional study materials in teaching a foreign language is characterized by a certain stability: in various periods of national methodology formation, the issues of using regional study materials in teaching a foreign language were considered at different levels: from generalization of experience to the development of methodological recommendations.
Further, we suggest typical topics for the selection of didactic material for the topics of school program. Here are some examples of PISA English assignments for 8th grade on the topic "Sports":
Task 1: Reading
Text: Read an article about popular sports among teenagers of Aktobe.
Questions:
1. Which sports are mentioned in the article?
2. What advantages are indicated for sports?
3. What are the opinions of teenagers about teams and individual sports?
Task 2: Listening
Audio recording: An interview with two athletes discussing their training and motivation.
Questions:
1. What inspires athletes to play sports?
2. How do they cope with difficulties during training?
3. What are their goals for the coming year?
Task 3: Writing
Task: Write a short letter to a friend in which you will tell him about your favorite sport. Include the following items:
• Why do you love this sport?
• How often do you practice it?
• What skills does he develop?
Task 4: Vocabulary and grammar
Task: Fill in the gaps in the sentences using the words from the list:
- practice
- teamwork
- competition
- athlete
1. To become a successful_, you need to train hard.
2. Good_is essential in team sports.
3. Many young people enjoy the thrill of_.
The relationship between the objectives of the school curriculum and the PISA assignments can be considered through several key aspects:
1. Learning objectives
School curriculum aims to develop basic knowledge and skills in various subjects, including English. PISA evaluates not only knowledge, but also the ability to apply it in real situations. This includes critical thinking and problem solving skills.
2. Types of tasks
School assignments often focus on grammar, vocabulary, and reading texts. PISA assignments focused on the practical application of the language, for example, reading articles, analyzing information, working with various sources.
3. Competencies
School Curriculum covers basic skills such as reading, writing, speaking and listening. PISA evaluates broader competencies, including the ability to interpret, critically evaluate and use information.
4. Themes and content
School curriculum may include a variety of topics, both cultural and social. PISA uses relevant and socially relevant topics, which makes assignments more relevant to students.
5. Assessment methods
School curriculum usually includes tests and test papers. PISA uses complex tasks that require students not only knowledge, but also the ability to think critically and draw conclusions.
How to use this ratio:
1) Integration: Teachers can use PISA formats and themes to develop lessons and assignments.
2) Practice: Regular PISA-like exercises will help students develop the necessary skills.
3) Feedback: Evaluating the performance of PISA-style assignments can help students understand which aspects they need to focus on to improve.
Regional study was considered primarily as a means of education, instilling love for a homeland. In general and private didactics, the postulates of regional study materials use were formulated. However, new educational paradigm requires different approach to regional study use history in teaching school subjects he practice, and above all a foreign language. The regional component provides for the possibility of introducing into the educational process content related to the traditions and culture of the region, historical events, geographical features, etc., through a system of various elective courses, elective classes, workshops, etc. As for the subject area "English", this aspect of learning is practically not implemented in it. In schools, there is a tendency to consider English only as a means of introducing the culture of the countries of the studied language. As a result, students often have difficulty transmitting information in English related to their native regional culture and the peculiarities of their region of residence, as well as in the process of real communication, when they are unable to disclose and broadcast their originality, to make them the property of world culture. Therefore, in the context of cultural diversity of general context of teaching English in secondary school, the task arises to form students' communicative skills that ensure the use of English as the language of international communication in situations of foreign language communication for mutual cultural enrichment.
1. Ilyin E.P. Motivation and motives. - St. Petersburg. - 2006. - 512 p.
2. Rubinstein S.L. Fundamentals of general psychology: in 2 volumes. - M. - 1989. - 960 p.
3. Selevko G.K. Modern educational technologies. - M.: National education, - 1998. - 145 p.
4. Zimnaya I.A. Psychological aspects of learning to speak a foreign language. - M., "Pedagogy", -1991. - 219 p.
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