American Journal Of Social Sciences And Humanity Research
100
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue05 2025
PAGE NO.
100-103
10.37547/ajsshr/Volume05Issue05-23
Some Opinions About the Learning Process and
Influence Factors for Errors
Khasanova Ozodakhon Kurvonali kizi
FerSU, Head of the Department of German and French Languages, Doctor of Philosophy in Pedagogical Sciences, PhD, Uzbekistan
Received:
23 March 2025;
Accepted:
19 April 2025;
Published:
21 May 2025
Abstract:
The article presents some considerations about the learning process and the factors influencing it. An
attempt has been made to explain in detail what factors the learning process depends on.
Keywords:
Learning, influence, factor, interest, environment, language policy, language learner.
Introduction:
A person learns from birth. Learning
begins in the first years of life and continues until the
end of a person's life. Humanity continues to learn not
only at school, or something, but also knowingly and
unknowingly. The learning process of people can be
continuous, planned or unplanned. For example,
simple examples of learning include remembering the
names and facial features of our neighbors,
remembering the phone numbers of our friends,
knowing how to use a computer, or knowing how to
make coffee. It seems that all of humanity is a learner,
and we learn many things almost effortlessly.
METHOD
If people have to study a certain given topic, if they
know that this learned information will later be
checked in tests and exams, people come under
pressure and the learning process begins to become
difficult. Certain learning actions are taken to acquire
new knowledge and skills.
Teachers believe in the actions taken for such learning.
Schools are evaluated as a place where new knowledge
is presented and learned. In addition, the formation of
new competencies is also envisaged in schools.
Teachers play the role of a mediator in this process.
However, in this process, the teacher not only helps
students in the learning process, but also learns new
knowledge himself.
What factors does the learning process depend on?
S.Ballweg stated, that the factors that influence
language learning are very complex, and the views on
it are also different in every corner of the world. Not
only do education systems differ around the world, but
attitudes towards language learning, its importance
and role in society also differ. Language lessons are also
organized differently around the world. Factors such as
the topics chosen for lessons, the additional materials
used, and the exams prepared for will certainly affect
the learning process.
Learning foreign languages also depends on the
language policy of the country where the language is
being learned. Language policy is directly related to the
importance of the language being learned in that
society. In addition, questions such as which languages
are offered to be learned in educational institutions in
that country, how many languages are learned, and
from what grade foreign language teaching begins are
also important. Of course, this process is natural for
each country to be different.
Why do our language learners learn foreign languages?
You have probably also been asked many questions by
students: Why should I learn foreign languages? What
will it give me?
In our opinion, there are several reasons for learning
foreign languages. If discussions are held with language
learners themselves about the importance of knowing
a language, this will increase their interest and
motivation to learn.
We believe it is appropriate to list the following as the
main reasons for learning foreign languages:
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
- Foreign languages are spoken and understood by
many people around the world;
- The foreign language learned by the language learner
may be useful in his future work;
- Foreign languages attract a person with their beautiful
accent;
- There is an opportunity to make friends who speak the
same language;
- Language serves as a key to learning the culture of
another country;
- People who know foreign languages can quickly find
their rightful place in society;
- People who know foreign languages feel a sense of
satisfaction in themselves more than other people;
- It becomes easier to travel to a country where the
foreign language being studied is spoken;
- Learning foreign languages gives a person pleasure;
- Foreign languages are a compulsory subject in
schools, so it is advisable to master them well.
The above or other factors may serve as the main
criteria for language learners to choose which foreign
language to learn. Or it may be that the decision of the
parents served as the main criterion for choosing one
of the foreign languages. Of course, the extent to which
the language is widely used around the world, as well
as work or personal reasons, may also play a role in
such choices. Many of the factors listed above are
related to the prestige of the language, and in some
cases these factors may not be taken into account.
Children or adolescents often do not pay much
attention to the scope of its use when choosing to learn
a foreign language. In many schools, students may not
even have the opportunity to choose one of the foreign
languages. Because in some countries, only one foreign
language is taught in one school.
Adults, on the other hand, often act based on their own
interests and needs when choosing a foreign language.
The rapid globalization and migration processes in
today's world are also causing a large part of the
world's population to learn foreign languages. The
number of foreign languages learned by humanity is
increasing day by day. Those who were previously
limited to knowing one or two foreign languages, now
aim to communicate freely in four or five foreign
languages.
Today, there are more and more multinational families
in the world, and children growing up in such families
can speak at least two languages. Children from such
families use two languages in everyday life, side by side.
In our opinion, it is advisable for our language learners
to learn as many foreign languages as possible, so that
they have the opportunity to discover new horizons for
themselves. They will be able to effectively use the
languages they have learned in learning German.
It is beneficial for foreign language teachers to take into
account the foreign language knowledge of their
language learners. It is important to pay attention to
which language learners know how many languages, to
what extent they have mastered each language, and
whether they grew up in a bilingual family.
Since learners are so diverse, it is natural that their
needs for learning foreign languages will also be
diverse. If someone grows up speaking two languages
at home, they are more likely to have higher potential
in foreign language classes than other language
learners. Such students have previously acquired
foreign language knowledge and try to connect this
knowledge to the topics being studied in classes.
Children who know many languages not only gain
knowledge about the structure and use of the
language, but also skills in how to learn a foreign
language effectively. Languages have become a familiar
environment for them.
In Uzbek families, many children also have fewer
difficulties learning German if they have grown up
learning Russian and Uzbek. In addition, language
learners may have acquired skills in other languages
from their neighbors, friends on the Internet, or
through television. Using such knowledge can also be
very effective in learning German.
DISCUSSION
Language learners may differ not only in terms of their
country of origin, but also in terms of their prior
knowledge of the language and their motivation for
learning the language, interests, goals, and learning
needs. Each language learner has unique expectations
from learning the language and is motivated by
different things.
Summarizing the above points, we can reflect the
factors that influence foreign language learning as
follows:
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Figure 1. Factors influencing the learning of foreign languages
These factors can also be interpreted differently by
different scientists or teachers. The reason for this is
that, as we have already noted, different attention is
paid to foreign languages in each country.
Taking into account any factor, organizing foreign
language lessons will certainly show its effectiveness.
J.Fritz stated, that people begin the learning process
from a very young age, or rather from the first steps in
life. For example, babies quickly learn to attract others
to themselves with the help of crying or screaming.
They begin to master walking, talking, and other
movements, even if the rest do not teach the child.
However, the word learning is often associated with
educational institutions, schools, and higher education
institutions. It is this basis that shows how meaningful
the semantic boundary between the concepts of
learning and acquisition is.
If a young child begins to acquire a foreign language, it
is appropriate to use the word acquisition. The
acquisition process is an unconditional process and has
no connection with the teaching process. It begins to
take shape in the process of natural communication. In
such a natural communication process, adults can also
acquire languages well. They begin to acquire new
knowledge and skills in a new language without having
an understanding of the acquisition process.
J.Kurtz posited, that the learning process, as opposed
to acquisition, is assumed to be carried out through
lessons. This process is supported by the teacher,
organized using various educational materials, and
various social forms. The teacher organizes his/her
learning activities in a planned manner and certain
rules are introduced so that language learners can
achieve the expected results. This process will certainly
give its effect. The process of achieving this effect is
also controlled by the teacher. With the help of the
experiences gained in the lesson, the knowledge, skills,
and competencies of language learners are formed and
refined.
Since ancient times, humanity has been interested in
what kind of process learning is, how it works. Despite
this, no scientific conclusions have been made to
clearly substantiate this process.
People can only describe aspects of learning that are
known to them. Most of learning is considered a
process that cannot be described and explained. A
person sometimes knows and understands what they
learn with the help of their brain, and sometimes they
don't even notice how it happened. But the brain
continues to perform its function.
CONCLUSION
In conclusion, we can say that today, with the help of
computers and modern technologies, a lot of research
is being conducted to clarify how the brain works. This
allows us to understand that learning is an active
process, taking place in interaction with the world.
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Language-related policy
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
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