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ANALYSIS OF FACTORS INFLUENCING THE SUCCESS OF MASTERING A
FOREIGN LANGUAGE IN TERMS OF ORGANIZATION OF SCHOOLCHILDREN’S
INDEPENDENT WORK
Gulnur Zhumartovna Smagulova
Associate professor,
PhD of Karaganda Buketov University;
Laura Yglanovna Dusupova
Master’s student of
Karaganda Buketov University
Kazakhstan
Annotation:
This article examines key psychological and pedagogical factors that
influence the success of mastering a foreign language during schoolchildren's independent work.
The study emphasizes the role of motivation, the organization of learning environments, and the
application of person-oriented teaching approaches in fostering students’ communicative
competence and intercultural communication skills.
Кeywords:
foreign language learning, independent work, schoolchildren motivation,
communicative competence, psychological-pedagogical factors.
Currently, it is relevant to improve the efficiency and quality of teaching foreign languages
in the framework of
organization of schoolchildren’s independent work.
Language training
process should be structured in such a way as to orient future specialists to the ability to freely
navigate the information space and communicate, including at the intercultural level.
Questions about the requirements for language training of specialists at universities are
actively considered in the works of scientists E.A. Loktyushkina, I.V. Zhuravleva, T.V.
Sidorenko, I.P. Khvostova, S.V. Ryabushkina.
The internal system for assessing the quality of education in a modern school reflects the
ideas of the competency-based approach of scientists A.G. Bermus, I.A. Zimnyaya, O.E.
Lebedeva, A.V. Khutorsky, M.A. Choshanov.
Recently, great importance has been given to the principle of intellectual activity in the
educational process when teaching foreign languages (Kitaygorodskaya G.A., Rabinovich F.M.,
Rogova G.V.).
Scientists Panyushkina O.A., Gusevskaya N.Yu., Lapytova E.R. in their research they raise
an important question about the importance of foreign language education, which should provide
students with a level of language knowledge at which they can freely participate in intercultural
communication. The success of professional intercultural communication will depend on how
well the specialist speaks a foreign language. First of all, the new requirements for the language
training of a specialist imply the need to improve the language abilities of students and,
consequently, increase motivation to learn a foreign language.
Modern didactic literature describes many classifications of methods and techniques for
teaching a foreign language at a school. Scientists Bim I.L., Passov E.I., Shchukin A.N. consider
the communicative method as the main method of teaching a foreign language.
Currently, school teachers are faced with the real problem of finding ways and
opportunities that would ensure students’ successful use of a foreign language in their future
professional field. Foreign language communication is becoming an important element of the
professional activity of specialists, which means increasing the role of the “Foreign Language”
discipline in a school, which has a communicative and professionally oriented nature. Ideas of a
person-centered approach developed by Bim I.L., Zimnyaya I.A., Yakimanskaya I.S. are widely
used when studying a foreign language at a school. With this approach, it is necessary to take
into account the personality of each student, the level of his knowledge, skills and abilities at
each lesson.
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High efficiency of teaching a foreign language at a school is a necessary moment in the
formation of a specialist of any profile due to the fact that a qualified specialist must speak a
foreign language to a fairly high degree. Awareness of the need to speak at least one foreign
language has gradually strengthened in our society. For any specialist, if he wants to succeed in
his field, knowledge of a foreign language is vital. Therefore, preparing school students for
business foreign language communication is acquiring significant importance in modern
conditions and is an integral part of the professional training of a future specialist.
The main goal of teaching a foreign language at a school is the formation of
communicative competence. Teaching foreign language communication at an is associated with
a number of limitations, including the small number of hours allocated by the program for
studying a foreign language, and the fact that communication is mainly educational. In the
absence of the need to communicate in the target language, i.e. when mastering a language
outside the language environment, “communication” comes down to understanding and
reproducing some typical, situationally determined language cliches. As a result, the lack of
active oral practice, sufficient individualization and differentiation of learning is the main
obstacle to the effective mastery of foreign language reality [1, p. 10].
Studying a foreign language requires the expenditure of great effort and energy, as well as
daily, systematic work, which, in principle, students cannot afford, being busy studying other
specialized subjects.
In addition, students entering the school are not psychologically prepared for new learning
conditions that are radically different from school ones. They begin to feel like adults and
independent. They decide for themselves what to do, what to do. Many of them find themselves
in a new environment, in a new environment, especially those who come from other cities and
live in a hostel. For the first time they left the control of their parents and teachers. They have
new priorities and new values are formed. And of course, they don’t want to waste time studying
a foreign language, which requires quite a lot of time. As a rule, preparation for the upcoming
lesson takes place the day before and is limited to superficial viewing and homework. All this
does not contribute to the fulfillment of the tasks set for higher education in the field of teaching
foreign languages.
Unlike other educational subjects, which require mastering knowledge in individual
thematic sections, a foreign language, in order to successfully communicate in it, requires
knowledge of the basic rules of grammar and a large amount of vocabulary [2]. All this leads to
the difficulties associated with mastering a foreign language and a lack of confidence in one’s
abilities. Foreign language teachers are faced with the problem of simplifying and limiting the
educational material necessary and sufficient for the development of reading skills and
understanding literature in their specialty. However, with a lack of study time, it is often not
possible to fill gaps in knowledge and develop the necessary skills. Sometimes this leads to
pessimism and refusal to try to improve their knowledge in a foreign language or to false
optimism, when, having studied certain topics or sections of grammar, the student is sure that he
knows the foreign language well and further study of the foreign language is not required. Both
of these extremes complicate the study of foreign languages. Low self-esteem also has a negative
impact on learning a foreign language. It may be associated with the student’s assessment of his
abilities based on actual or imaginary failures in this area. Under the influence of low self-esteem,
students are too critical of their abilities in mastering a subject that seems too difficult to them.
Probably, such feelings are caused in part by the fact that the teaching methodology of a foreign
language at a school differs from the school teaching methodology, has different goals and
objectives, and the material itself to be learned includes grammatical and lexical topics. Often
students have difficulties associated with the need to apply theoretical knowledge to perform
practical tasks using vocabulary and grammatical structures to construct oral statements and
written messages; difficulties associated with retelling the text read.
As I. A. Zimnyaya notes, “In the process of mastering a foreign language, it presupposes a
large share of the formation of speech skills (abilities) and at the same time, no less than for the
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exact sciences, the volume of linguistic knowledge in the form of rules, patterns, programs,
solutions to various communicative tasks. However, these rules are not valuable in themselves,
as in other scientific disciplines. They relate to the construction and implementation of language
activity” [3].
In this regard, there is a need to explore possible ways to improve the educational process
in relation to a school, since it is precisely the issues of increasing the success of mastering a
foreign language in real existing learning conditions that require additional attention.
“The success of mastering a foreign language is determined by a number of factors:
general pedagogical, methodological, general psychological and individual psychological.
General pedagogical and methodological factors can be considered as the external determination
of educational activity, while general psychological and individual psychological factors
constitute the internal determination of the learning process. Turning to the study of internal
determination, which is a consequence of the functioning of a complex of factors, such as foreign
language abilities, mental activity, educational motivation, volitional qualities and others, let us
take a closer look at one of them” [4, p. 124].
Learning motivation is a factor that determines the direction of mental activity, since
mental activity manifests itself and, therefore, will be formed in the process of mastering a
foreign language only if it is positively motivated. Interest in the problem of motivation for
teaching a foreign language is due to the fact that when organizing the educational process it is
necessary to take into account the system of motives that are essential for improving the quality
of teaching. Learning motives are associated with cognitive interest and with the emotions of
students, which give the activity a positive or negative connotation. The main types of
educational motivation are positive, cognitive and negative. The formation of positive motivation
is determined by a sense of duty and social needs of the individual. There is a second form of
positive motivation, which is expressed in the desire to get good grades and to be approved by
the teacher. However, without true interest in the content of the subject being studied, without
awareness of the need to master it, this form of motivation has a narrowly personal orientation.
The cognitive type of educational motivation is based on the constant intellectual activity of the
individual, on his desire for knowledge. Negative motivation manifests itself in a person’s desire
to avoid the censure of others associated with failure to fulfill the requirements of educational
activities. However, students entering a school are mostly characterized by an inadequate
“incoming” motivation for a foreign language as an academic subject. Based on this, it can be
assumed that the formation of an adequate structure of educational motivation among students of
a school must begin with facilitating the process of mastering a foreign language, with ensuring
real progress in it. The qualities that determine the ease, speed and height of achievement in
learning a foreign language are foreign language abilities. The development of foreign language
abilities not only increases the success of mastering a foreign language, but also ensures greater
ease in mastering it. It is success in performing educational activities that contributes to the
formation of adequate motivation for it. - Thus, the formation of an adequate structure of
educational motivation in a school should obviously be carried out indirectly, first by providing
students with the means of successfully implementing activities to master a foreign language,
creating mechanisms that facilitate its acquisition, increasing the level of achievements, which
are foreign language abilities.
One of the important issues in the problem of improving educational activities is the
identification of psychological - pedagogical factors for the success of the educational process,
which is a pressing issue in the psychology of learning in general and teaching a foreign
language in particular. Factors influencing the success of mastering a foreign language at a
school may include:
- student motivation - how interested and motivated the student is to learn a foreign
language.
- level of preliminary preparation - what knowledge and skills the student already has in
the language being studied.
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- quality of teaching - experience and qualifications of the teacher, teaching methods and
materials used.
- time devoted to language learning - regular practice and classes with language material.
- opportunities for practice - communicating with native speakers, watching films and
reading books in a foreign language.
Analysis of psychological - pedagogical factors indicates that, in their psychological
essence, they are not only personal, individual qualities, prerequisites, conditions for mastering
an academic subject, in this case a foreign language, but at the same time play an executive role
in the process of mastering a foreign language. The determining role of the identified factors lies
in the fact that each of them inherently contains some leading tendencies. Consequently, it is
necessary to correlate these factors, or more precisely their leading tendencies, with each other
when solving the problem of teaching a foreign language. The combination, relationship,
interdependence of the identified factors, according to the psychological nature of the activity, is
sufficient to ensure the success of the educational process.
It is well known that the formation and development of individual personality traits occurs
in activity. It is advisable to turn to psychological capabilities that are not yet sufficiently used in
teaching a foreign language. Intensification of the learning process, selection of the most
effective teaching methods and specific methodological techniques for working with students,
based on the individual psychological characteristics of the audience, are decisive for ensuring
the quality of the educational process in school education and require the use of the principle
individualization of training in the activities of the teacher, ensuring the activation of the
potential capabilities of each student. At the same time, the most promising approach to
mastering a foreign language is the student-oriented approach, widely developed by I.A.
Zimnyaya [3], I.L. Bim [5], I.S. Yakimanskaya [6] and others. According to the authors, with
this approach, the organization of educational material and the nature of the lesson should be
built taking into account the personality of the student, his level of knowledge and skills, abilities,
intelligence, needs and motives.
“The identification and study of a set of psychological - pedagogical factors has an extreme
impact on the level of success in mastering a foreign language; development of a foreign
language teaching model based on taking into account identified psychological - pedagogical
factors and its implementation in the educational process. Specially organized activities of the
educational process with the use of individually differentiated tasks and forms of work in foreign
language classes form and develop language abilities, intellectual activity and contribute to the
emergence of positive motivation among students, involving each student in active learning
activities” [7].
In the context of this article, factors influencing the success of teaching a foreign language
at a school will be considered.
First, let's define the word factor itself. According to the explanatory dictionary of the
Russian language by S.I. Ozhegov, a “factor” is “a driving force, the cause of any process,
phenomenon” [8, p.1246]. In our case, this is what will facilitate and “force” the student to learn
a foreign language.
We have identified the following: the factor of the language environment, the factor of
linguistic competence and sense of language, the factor of psychological comfort in the process
of learning a foreign language, the factor of personal qualities, the factor of reflection, the factors
of communicative and professional orientation in learning, the factor of internal motivation, the
factor of consistency.
Next we move on to consider these factors.
Language environment factor.
This factor includes immersing the student in the most natural language environment
created by selecting special authentic linguistic, cultural and cultural material. In this case we are
talking about the process of mastering language as a means of communication. Using authentic
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linguistic, cultural and cultural educational materials, the teacher is able to help broaden the
horizons of students [9, p. 59].
Factor of linguistic competence and sense of language.
This may include the level of linguistic competence in the native language, as well as
linguistic intuition, or “sense of language”.
Linguistic intuition in this context can be defined as a kind of ability to feel the foreign
language being studied, the ability to understand the hierarchical interconnected structure of this
language, and to guess on an intuitive level new linguistic phenomena encountered.
The teacher should try to promote the development of a sense of language in students.
When teaching a foreign language, it is impossible to solve various communicative, cognitive
and other types of tasks without relying on the sense of language [10, p. 462]. The teacher also
needs to control the influence of the material under consideration on students’ assimilation of the
educational material being studied and to promote its further analytical development.
Factor of psychological comfort.
This factor implies taking into account the individual personal qualities of each student. It
is known that the level of mental development, the level of development of foreign language
abilities, the level of cognitive activity in foreign language classes constitute the general level of
individual personal development of a student [11, p. 58].
It is mandatory to create conditions in foreign language classes that contribute to the
development of the individuality of each student and the removal of various kinds of
psychological barriers by creating a favorable atmosphere in the classroom, creating various
educational routes developed for each student individually, if there is such a need.
Factor of personal qualities.
As is known, personal qualities can be classified into a single system of factors that
directly affect the effectiveness of educational activities as a whole. Qualities of this kind can be
divided into two groups. The first group is interaction with others. The second group is working
with various types of information [12, p. 58].
The personal qualities of the first group include: friendliness, goodwill towards others, the
ability and ability to find an approach to each person, the ability to cooperate, the ability to work
in a team and group, activity in group teamwork, the desire for independence when doing work,
the desire to create an atmosphere of mutual assistance , the ability to avoid conflict situations,
the ability to resolve controversial issues and smooth out a tense atmosphere.
The personal qualities of the second group include the following: mastery of various
methods of collecting analysis and processing information, logical thinking, research skills,
orientation in available information, the ability to analyze with a forecasting effect, the ability to
consider and work out a given task in detail, the ability to allocate work time and choose her
pace.
When taking into account personal qualities, it is necessary to use a person-oriented
approach, which attracts with the possibility of a creative approach to learning, the use of
interactive problem-based and project-based tasks.
Thus, an analysis of each factor we considered for the successful teaching of a foreign
language to students at a school shows that only one or two, or even three such factors cannot be
considered in the classroom. They must be taken into account as a whole in the system. Only
then will it be possible to talk about the success of teaching a foreign language to students. All of
the above factors are applied together when directly teaching a foreign language at a school.
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