Хорижий филология.
№3, 2017 йил
93
MOTIVATION AND AWARENESS IN PRACTICE
Касимова Адиба,
SamSIFL teacher
Key words:
motivation, awareness, component, the English language, acquisition, teacher,
learner, feedback.
It is the topic the teacher selects for
activities to awake students‘ interest to intake
the motivation and able interact with other
students within the class. Even if the topic has
been carefully chosen, teacher try to meet
students‘ motivation and atmosphere in which
they work and learn collaboratively, some of
them still may perceive it as pointless to
interact with some other learners. In the frame
of the syllabus of the curriculum teacher
embarks upon the theme making it more live
challenging students to take part in activities.
The set grand aims in the study is a core
component in classroom activities; teacher
can assist the subtopics and supplementary
materials with clearly instructed tasks to raise
learners‘ motivation and participation at
lessons. Teacher gives in the subject based
knowledge applying it at the specific lesson
but there are so many characteristics implies
apart from conducting the live lesson. The
fact of the matter is initially he/she becomes
an observer of the phenomenon. Teacher is
the observer, sees students‘ needs, the ways of
teaching activities is more advantageous and
foresees the outcome of the classroom
participation by analysis facilitating them for
further applicable teaching, taking into
account having been experienced results
within so called teacher‘s in class individual
research. Not often can teacher find relevant
topics in the interest of them in case to
provoke students‘ awareness. Possible,
teacher discovers that somehow they are not
enjoyable and instrumental for most of the
learners at a time. What is more, working out
the topic through activities we would rather
carefully monitor the organization of our
lesson activities with reference to our analysis
in the achievement the grand aims to develop
the target motivation holding the hands of the
learners in discovering something new at
lessons. The targeted things lead them to be
able to discuss it in and out of the class. While
in
class
learners‘
work
together
accomplishing challenging the tasks in pairs,
have group work assignments, project work
and tasks based on individual learning
process. So, in fact all of them interrelated in
the process of learning. If the topic of a lesson
is related to the grammar aspect ―Future
forms‖ students brainstorm the rules and
expressions in which they are commonly can
be traced. In no time the suggestions and
examples are answered out. Consequently,
teacher listens and consolidates the task going
over reminding them with vivid specimens
like reformulating those in brief expressing an
intention, a prediction, a future fact based on a
timetable, an arrangement between people, a
spontaneous
decision,
a
suggestion.
Afterwards in the connection with the topic
teacher gives a question for whole class ―How
do you see your future?‖ instructing them to
use only future while listening the responses
in class teacher writes records in his/her
personal record book to write a feedback for
the student‘s each as it will keep both the
teacher and the learner in corporative learning
work. Some students may find themselves
belittled when the teacher interferes in the
respond making error correction in the
conversation. In this regard, the feedback is
the best way out to point them.
TEACHER LISTENER-OBSERVER
STUDENT-SPEAKER TEACHER-
RECIPTOR FEEDBACK
The Feedback is the result of observed
process and participation of learners to keep
them in practice in teaching process which
presents the evidence of their evaluating and
pointing out their improvements and the lacks
in some areas in fulfilling the assignment
which can be handed in later. Then teacher
introduces next task with listening activity
which they listen CD and asked them to
Хорижий филология.
№3, 2017 йил
94
number the person in each dialogue given in
the handout. Some other relevant tasks as
filling in gaps are done written using
appropriate tenses amongst Present Simple,
Present Perfect, Future Simple or Future
Continuous. After teacher has checked out the
task in class, the other assignment is followed
dealing with the completion the questions in
most natural future forms.
For example:
1.
Where _____ (you) go on holiday this
year?
2.
How _____ (you get) there?
3.
How long _____ (you be) away for?
4.
Which hotel ______(you stay) in?
5.
What time _____ (your flight arrive)?
6.
What____ (you do) while you are on
holiday?
Take them time to look through and
ask to work in pairs so that each of them will
be involved in this task. Each task should be
worked out carefully so they can comprehend
the notion of the future forms used in the task.
Related to the topic follows the extract or
article, which is based on authentic materials
―Nodiv listens to us‖, first preliminary
questions are given to make them more
engaged what the topic in general is and they
are going to discuss.
On
the
whole,
some
personal
objectives of the lesson for the teacher is to
raise students motivation in class on teacher‘s
account.
TASK 1: Introduce the topic using
authentic materials.
TASK 2: Facilitate them in class.
TASK 3: Being a teacher as an
observer.
TASK 4: Conducting the personal
record book for handing in feedback
afterwards
to
students
to
raise
their
motivation (writing and pointing out the
errors).
TASK 5: Using interrelating activities
to help learners to become more aware of the
subject matter.
TASK 6: Whatever they do they
should feel at ease themselves and follow the
grand aims.
Indeed,
teacher‘s
competence
progressively develops the tools if above
mentioned factors are expected to be as
motivation for learners to implement them in
practice:
subject
knowledge,
subject
application, class management, assessment
and recording of learner‘s progress, further
professional development.
Literature:
1.
Listening to Teach Science Activities for Student Teachers and Mentors. Edited by Martin
Monk and Justin Dillon. The Falmer Press, 1996.
2.
The student-centered classroom, Leo Jones. Cambridge University Press, 2007.
3.
Teaching Listening and Speaking from theory to Practice, Jack C.Richards. Cambridge
University Press, 2008.
Kaсимова A. Повышение мотивации и компетентности в практике.
В этой
статье рассматривается некоторые компоненты и задания, способствующие повышению
интереса учащегосяи адекватному применениюанглийского языка в практике.
Подчеркивается, что преподаватель оказывает содействие в улучшении навыков и
предлагает методы, стратегии по развитию компетенцию учащихся в овладении английски
языком не только посредством мотивации, но и внедрении осведомлѐнности в преподавание
английского языка.
Kaсимова A.
Amalda turtki va salohiyatni oshirish.
Ushbu maqolada talabaning
qiziqishlariga va ingliz tilini amalda qo'llashda yordam beradigan ba'zi tarkibiy qism va vazifalar
ko'rib chiqiladi. O'qituvchining ko'nikmalarni takomillashtirishga ko'maklashishi va o'quvchilarni
nafaqat motivatsiya orqali emas, balki ingliz tilini o'qitishda xabardorlikni joriy etish bo'yicha
metodlar, strategiyalarni ishlab chiqishi ham ta'kidlanadi
.
