CC BY
184
PEDAGOGICAL SCIENCES / «<g®lLlL®@U[]UM~J0U®MaiL» 2024
UOT: 372.8:811.111.
Mammadova Bagdagul,
Azerbaijan State Agrarian University Senior lecturer, department of "Languages" Alizadeh Tamella, Azerbaijan State Agrarian University Lecturer, department of "Languages" Mammadova Gulriyye Azerbaijan State Agrarian University Senior lecturer, department of "Languages" DOI: 10.24412/2520-6990-2024-3196-84-86 THE ROLE OF MOTIVATION IN LEARNING A FOREIGN LANGUAGE
Abstract.
Modern experts echo each other that the quality of performance and the result of activity depend on the motivation and needs of a person, that is, on his motivation. It is motivation that gives rise to our purposeful activity, which determines the choice of means and techniques to achieve the desired goals. Tangible, real success fuels our fire of motivation, and if there is no success, then gradually the motivation fades away, which negatively affects performance results.
Keywords: foreign language, methods of teaching, motivation, learning stages, teachers ' goals
Studies have shown a decrease in motivation in learning a foreign language from class to class [1]. Many people want to master a foreign language, be ready to successfully communicate directly in it, listen and understand songs in a foreign language, read and understand books in the original, as well as relevant specialized literature, want to write lyrics of their own songs, stories, and make multilingual publications on Instagram and other social networks. However, when in the process of learning a foreign language a period of accumulation of the necessary "building material" begins, the attitude of students changes to one degree or another, many become disappointed and refuse to continue moving towards the goal. This period involves overcoming various difficulties, which delays the achievement of tempting goals. Students' motivation may disappear already in the initial stages. As a rule, students subsequently regret the lost time; dissatisfaction arises not only with themselves, but also with the organization of the educational process. This is a widely observed picture associated with foreign language acquisition. Understanding motivation as the most important component of the process of mastering a foreign language, it should be borne in mind that motivation is a system of motivating impulses that directs educational activities towards a deeper study of a foreign language and its gradual improvement.[3,p.518]
A natural question arises: is a decline in motivation inevitable? Fortunately, the experience of the best teachers refutes this. Students feel their progress and enjoy it. That is why high motivation is maintained throughout the entire period of study. However, to achieve this, the teacher must know and understand the motives and goals of the students. The teacher can only indirectly influence motivation by creating prerequisites and forming the basis on which students develop personal interest. He can, with the help of his "burning heart," encourage students to take initiative, guide, and show the right path. The teacher is better at this, the more he knows the students, the more he manages to take the place of his student. The teacher can also use
motivating sayings offamous people, such as "Nothing is impossible, the word itself says 'I'm possible'!" Audrey Hepburn, "Whether you think you can do something or you think you can't, you're right in both cases." Henry Ford, "A goal doesn't always have to be achievable, it's often just something you can achieve." strive" Bruce Lee, "During my career I missed more than 9 thousand goals. I've lost almost 300 games. 26 times I was trusted to make the decisive shot - and I missed. All my life I have failed—over and over and over again. And that's why I was successful." Michael Jordan, "Do. Or don't do it. There's no need to try," Master Yoda.[2]
The need to learn a foreign language may not be obvious to modern schoolchildren due to the level of widely available technical tools, such as online translators, automatic generation of YouTube subtitles, speech recognition and synthesis. Using the latest technologies, you can quickly and efficiently translate both written and oral speech.
As a result, questions arose: How to make an English lesson interesting, not boring, how to create positive motivation for learning, how to instill a love of learning? As the American motivational speaker Dale Carnegie said, there is only one way to get a person to do something: talk to him about what he wants and show him how to achieve it. There is no need to force or coerce students, but you should help them want to. This is the wisdom of a good teacher.
If the teacher knows the entire arsenal of motivational means, all types and subtypes of motivation, their reserves, then it will be possible to create stable accompanying motivation that guarantees progress in mastering a foreign language throughout the entire educational process.
What types of motivation exist that can arouse interest in the learning process will be discussed below. By studying the nature of incentive forces, the diversity of a person's motivational sphere was established.
«C0LLO@yJUM-J@UrnaL» 2024 / PEDAGOGICAL SCIENCES
Firstly
it can be influenced by social motives, which constitute extrinsic motivation. Secondly, the nature of the activity as such, which is called internal motivation.
External motivation strongly stimulates one to achieve the final result of the study. It is important to structure the educational process so that students feel closer to their goal. External broad social motivation is determined by social motives and the needs of society. Such motivation is a means that allows you to do something useful and kind to people. External narrow personal motivation may be the desire to assert oneself or achieve personal well-being.
Extrinsic motivation can be both positive and negative. For example, "I want to work at the embassy because it is prestigious" and "I don't like this foreign language, but I have to be competitive."
External and internal motivations overlap and reinforce each other, where external motivation plays a "strategic" role, setting the exact course, and internal motivation plays a "tactical" role, "warmed up" by the very process of mastering a foreign language [4]. The educational process must be structured in such a way that students in each lesson experience the joy of meeting the needs specific to the subject of a foreign language. Moreover, the teacher's efforts should be largely aimed at developing internal motivation, which comes from the activity itself and has the greatest motivating force. When the activity itself encourages the student to engage, when he likes to learn new things, perceive foreign speech by ear, speak, read, then we can safely say that he has an interest in the subject "foreign language" and the conditions are provided for achieving specific goals.
Both in psychology and in the methods of teaching the subject "foreign language", much attention is paid to the issues of increasing, maintaining and developing interest in the subject. Emphasizing the complexity and versatility of the issue, experts offer various approaches to solving this problem.
Thus, the teacher must do everything possible to ensure that motivation develops and does not fade throughout the entire course of teaching a foreign language. Of course, this is a rather difficult task, because for this the teacher needs to know the preferences, tastes and interests of his students, know which side to approach and how to "warm up" motivation. In such cases, the teacher can come to the aid of means of increasing motivation to learn a foreign language.[6]
To be a motivated student, at least occasionally, you need to experience success. That is, to see that the efforts they make are beneficial and more than pay off. However, in order to learn successfully, the teacher must determine the main parameters: how students better perceive information (auditory, visual, when solving specific problems, etc.); how they remember new information (through repetition, impression, association, building connections, note-taking, grouping data, etc.); It is important to teach schoolchildren to use different intellectual operations. By intellectual operation we will understand conscious mental actions associated with cognition and resolution of problems facing the in-
dividual (academician V.D. Shadrikov). The most typical perceptual techniques for school age are: associations, grouping by visual features, grouping by semantic features, identifying a strong point, recoding, completing construction, structuring, schematization, ordered scanning, serial organization of material; mnemonic methods of information processing: grouping, strongholds, classification, analogies, etc.; in thinking: comparison, comparison, analysis, synthesis, generalization, clarification of functional meaning, etc.[5]
Avoid blind learning. Teach understanding and the search for meaning. Whether we like it or not, our brain is trying to understand new information and establish meaningful connections with what we already know. In other words, the brain identifies, evaluates and "inscribes" new material into the corresponding section of the "database" of our memory. Unconscious repetition and cramming can not only extinguish motivation, but also completely instill an aversion to learning. Therefore, always try to take into account the larger context of the topic you are considering. Learn new words in a thematic connection, as well as in the context of sentences. When reviewing the material, try to find meaning. It is important to see the logical sequence and patterns characteristic of the rule. Focus on the main thing, don't pay much attention to minor details. When reading the text, try to follow the main idea. Even if some words are not clear, try to determine the possible meaning of the word based on the context of the passage. Check to see if students have formed the big picture. Do they see the particular in the context of the larger? Each task should be understandable to the student. There is no point in a task - there is no point in completing it. [8]
The formation of learning motivation for schoolage children in the process of learning English can be carried out by organizing the following conditions:
— active inclusion of each student in the process of joint learning activities in English classes;
— creating a favorable psychological climate in relationships with peers and the teacher;
— integration of gaming and educational activities, which involves their interpenetration in the process of constructing and organizing the plot of the game and game action, when the main structural components are filled in content with elements of educational activity;
— providing a meaningful plan for foreign language speech activity that meets the personal characteristics of students;
— creation of emotional and meaningful support that promotes inclusion in the overall work of the class and reduces anxiety.
Literature:
1. Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
2. Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
3. Dornyei, Z. (2013). Motivation in second language learning. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 518-531). Boston, MA: National Geographic Learning / Cengage Learning.
86
PEDAGOGICAL SCIENCES / «©0LL@@U]Um-J0U©MaL» #2(195), 2024
4. Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
5. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). England: Pearson Education Limited.
6. Pintrich, P. R. (2003). Motivation and classroom learning. In W. M. Reynolds & G. E. Miller
(Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 103-122).
7. Hoboken, NJ: Wiley. Slavin, R. E. (2006). Educational Psychology: Theory and Practice (8th ed.). USA: Pearson Education, Inc.
8. Stipek, D. (2002). Motivation to Learn: Integrating theory and practice (4th ed.). Boston: Allyn & Bacon.
