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21ФИЛОЛОГИЧЕСКИЕ НАУКИ
THE WAYS OF MOTIVATING EFL CLASSROOM Normamatova D.T.
Normamatova Dilfuza Turdikulovna - Teacher,
DEPARTMENT OF FOREIGN LANGUAGES INTER-FACULTIES, PHILOLOGY FACULTY, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: motivation has long been a major problem for most teachers of English. The main reason is that a great number of students have low motivation to learn English. In addition to that, while most of them have a vague sense that whether '"English will be useful for my future" or not they don't have a clear idea of what that means, or is that a very strong motivator. The article is dedicated to analyze the problem of motivating EFL learners into the education process where English language is being taught. Keywords: motivation, Pair, Group, teacher, effective, plays, students.
The first step in tackling the problem of motivation is that the teachers need to understand and appreciate the role and importance of motivation in any learning. In the context of foreign language learning Reeve observes, that "Student motivation is influenced by both internal and external factors that can start sustain, intensify, or discourage behavior". The teacher has to activate these motivational components in the students but that is the precise problem.
Ways of motivating students in the classroom;
Pair work or Group work. If the teacher is resourceful and skillful enough, to motivate his/her students to participate in the lesson and knows how to use "pair work" or "Group work" appropriately, teacher apparently using the successful way. Language is best learned through the close collaboration and communication among students. This type of collaboration results in benefits for all learners. In fact, learners can help each other while working on different types of tasks as writing dialogues, interviews, drawing pictures, role plays and making comments about theme [1].
Researches of foreign language acquisition have shown that learners have different views in mastering skills. While one student is good in drawing, another can be good in expressing ideas verbally, a third one can be good at role play and imitation. Besides, some students find it less stressful, if not much comfortable to learn certain rules or usages of language from their pairs and comrades than from their teacher. Finally, communicative language teaching requires a sense of community and an environment of trust and mutual confidence which "pair work" or "group work" can provide.
The way the students are sitting in the classroom often determines the dynamics of the lesson. Indeed, a simple change in the seating pattern can make an incredible difference to group coherence and student satisfaction, but there are some cases where seating has been a crucial element in the success or failure of the lesson. The seating pattern, in some cases, not be fully under teachers' control - if, for example, the desks are fixed to the ground or the school has strict rules about not moving the furniture. Teachers have different preferences for seating arrangements - a group seated round small tables is often one choice. This is probably the best option for the larger classes in this range, but for smaller numbers and with adult or teenage students the horseshoe shape, which has all of die advantages of groups, and none of the disadvantages. A horseshoe may be desks in a U-shape with a hollow center, students in a semicircle on chairs with arm-rests and no desks, or students seated around three sides of a large table, with the teacher at one end. In any case, whatever seating pattern teacher chooses or is imposed on itself, the class is likely to be more successful if he/she keeps the following principles in mind: Try and maximize eye contact both teachers to student, and student to student in full class phases of the lesson, if the
person who is speaking does not have eye contact with the others, then attention is likely to drop. This is the main reason the horseshoe shape to group.
Make sure students are seat at a comfortable distance from each other. Make sure class doesn't have one student sitting alone or outside the groups. Besides, try to leave a fair empty space because large distances between the students will tend to lead to a "muted" atmosphere, low pace, and less active student participation in the lesson.
Think in advance about how you will organize changing partners or changing groups. This is a stage of the lesson which can potentially descend into a chaos if it's not tightly controlled, with students wandering aimlessly around not knowing where to go or confidently moving to the wrong place [2].
Via the use of different sorts of motivation, teacher should improve and strengthen the quality of the lesson. The announced tool can easily make a passive student to be involved into the process of the lesson completely.
References
1. Arnold J., 2000. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. P. 59.
2. Brown H., 2001. Teaching by Principles: An Interactive Approach to language Pedagogy. Beijing: Foreign Language Teaching and Research Press.
3. Harmer J., 2007. "How to teach English" Pearson Education Limited.
4. Wendy A. Scott and Lisbeth H. Yotreberg "Teaching English to Learners" Longman, London New York.
MEDICAL TERMS AND THEIR TRANSLATION FEATURES Yarieva Z.Sh.1, Tursunov J.T.2
1Yarieva Zarina Shavkatovna - Teacher; 2Tursunov Javokhir Tolibjon ugli - Student, DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE, PHILOLOGY FACULTY, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the following article makes points about the peculiar features of interpretation the medical terms. As a rule, medical translation is a type of scientific translation. However, in the realities of the world it is rather a translation of practical documents, in which the translator and the editor have no margin for error, as the slightest misstep can cause irreparable consequences. Separately, it should be said about the translation of texts from illness records of patients or the texts associated with the interpretation of test results. Such documents differ in the use of special terminology, various medical symbols and abbreviations.
Keywords: medicine, diagnosis, records, translation, specific, literature.
УДК 80
In modern times, medicine is very complicated, and Latin not enough to keep correspondence in it. Now in Latin indicated only the names and dosage of drugs (however, along with Latin name, drug is assigned with the original name). The diagnosis, the results of clinical examinations and instant intervention, medical records are written in the native language of the doctor. And then there are major difficulties which are almost impossible to resolve [3].
First of all, medical translation, like any other highly specialized translation, places very big responsibility on to the translator: "on the one hand, implies optimal mastery skills such as reading, listening, writing and speaking, but on the other hand, requires, firstly, their specific
