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Neuro-pedagogical methodologies offer a promising avenue for shaping cognitive skills in
schoolchildren and optimizing learning outcomes. By leveraging our growing understanding of
the brain, we can create more effective and personalized learning experiences that cater to the
unique needs of each student.
It is essential to approach the implementation of neuropedagogy with a thoughtful and ethical
framework, considering the challenges and ensuring that all students have access to these
innovative approaches. This framework must consider the students' cultural background and social
situations. Further research is needed to explore the long-term effects of neuro-pedagogical
interventions and to refine the methodologies for maximum impact. As a nation on the rise,
Kazakhstan is well-positioned to embrace the potential of neuropedagogy to foster a generation of
skilled and cognitively agile learners.
References
1.
Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation – A critical overview of an
emerging field. Neuroethics, × 5 ×(2), 105-117.
2.
Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell
Publishing.
3.
Bruer, J. T. (1997). Schools for thought: A science of learning in the classroom. MIT Press.
4.
Byrnes, J. P., & Fox, E. (2017). The myth of the learning styles. Child Development Perspectives,
× 11 ×(1), 6-10.
5.
Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for
producing evidence-based solutions to guide 21st century learning. Neuron, × 67 ×(5), 685-688.
6.
Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., ... & Vago, D.
(2012). Contemplative practices and mental training: Frontiers in education. Child Development
Perspectives, × 6 ×(1), 70-77.
7.
Howard-Jones, P. A. (2014). Evolution of the neuroscience of learning: From novelty to necessity.
Routledge.
THE ROLE OF MOTIVATION IN TEACHING WRITING
Bahtiyarova D ,
Student of KSU
The present articleis devoted to one of the important problems of methodology of
teaching English language, the role of motivation in teaching writing. We tried to reveal
the role of motivation as one of the ways of developing writing skills.David Myers [1,
297] defines motivation as “a need or desire that serves to energize behaviour and to direct it
towards a goal.” Frank Hawkins [2, 132-133] defines it as “what drives or induces a person to
behave in a particular fashion the internal force which initiates, directs, sustains and terminates
all important activities. It influences the level of performance, the efficiency achieved and the time
spent on an activity.” All of the definitions refer to stimuli that trigger the motivational process.
Hawkins identifies also the properties of motivation such as it being an internal process
with different roles in influencing behaviours (such as directing, initiating, sustaining or
26
terminating it), and with different degrees of expression at the level of intensity, quality and
speed in which the behaviour is carried out.
All of the above definitions are true, one could even summarize and create a general
definition saying that motivation is what drives us to perform an action.Writing motivation is
one's activation or energizing to give more effort to writing activity. It focuses on one’s appraisal
of the relationship between writing activity and writing outcomeLike reading motivation writing
motivation is said to be intrinsic and extrinsic. It includes one's desire to make archive
(documentation), to express emotions (emotional expression), to satisfy creation urge (creativity)
and to develop mastery over writing (achievement).According to Edward Deci and Richard Ryan
[3,5] intrinsic motivation refers to motivation that source comes from inside an individual rather
than from any external or outside rewards or punishments. The motivation comes from the pleasure
one can get from the task itself, completing the task or just working on a task. However, it doesn’t
mean that one will not seek for a reward.Learners who are intrinsically motivated are more likely
to engage in the task willingly as well as work to improve their skills, which will increase their
competencies.Writing activity includes memory retrieval, goal setting, planning, problem solving
and evaluation.
Extrinsic motivation refers to the performance of an activity in order to attain a desired
outcome and it is the opposite of intrinsic motivation. Extrinsic motivation comes from influences
outside of the individual.Competition is in an extrinsic motivator because it encourages the
performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A
cheering crowd and the desire to win a trophy are also extrinsic incentives.
Motivation to write occurs at three levels:
Specific level – focusing on the processes between goal setting and writing sentences;
Intermediate level – focusing on the processes between goal setting and writing scenes;
General level – focusing on overall structure of a piece of writing;
Motivation improves key processes of writing as planning ; to generate ideas and
organize them into writing plan to satisfy writer’s goals; sentence-generation process or turning
the writing plan into the actual writing of sentences; revision process or evaluating what has
been written.
In our writing classes we have some challenges with our students. Most of
students think writing as boredom. Sometimes it is difficult to make students to write any
piece of writing. We need new challenges and inspiration for our students. We’ve searched
such kind of activities to motivate them and several of them we’ve created according to
our student’s level. These activities can be adapted and modified according to the language level,
the number and the needs of the students. The suggested activities and procedures can be carried
out with different topics or grammar items as well. The presented activities exploit the children’s
capacity for interaction and talk; they build on their capacity and need for movement and play
[4,138].
We will describe one of our activities which motivated students in writing.
The students were asked to bring an object or photograph from home which was important to
them and to be prepared to share their feelings about it with the class. The teacher started the lesson
by showing a photograph and reading her own writing, then discussing its personal importance to
her and the memories it invoked. Students were very interested to hear about her experiences, and
she then gave them an opportunity to ask her questions about it. Students then enthusiastically
27
shared their experiences of their own object or photograph in peer groups before doing their own
writing using a series of questions as a guide. As a post-writing activity, after the teacher had read
and commented on the students’ writing, these pieces were revised and ‘‘published’’ in booklets
which were put on display in class, and students were encouraged to read and write comments on
each other’s writing in their free time. The other topics followed similar patterns, and thus the
new programme tried to make strong connections between writing and the students’ own
experiences, while encouraging sharingbetween teacher and students and among the students
themselves. The overarching aim was to make the whole writing experience more collaborative,
meaningful, purposeful, and motivating for the students.
References:
1.
David Myers “Strategies for teaching writing” 2006. London
2.
Frank Hawkins Teaching exploring tasks. New York: Palgrave Macmillan, 2005
3.
EdwardDeci and Richard Ryan Constant Comparison Method: A Kaleidoscope of Data.The
Qualitative Report, 4, 1-2. Available:
http://www.nova.edu/sss/QR/QR3-4/dye.html
4.
Khadjieva D, Jumamuratova M Designing communicative activities on grammar to young
learners academicia An International Multi disciplinary Research Journal ISSN: 2249-7137
Vol. 11, Issue 3, March 2021 DOI: 10.5958/2249-7137.2021.00897.1
YOSH AVLODGA INGLIZ TILINI O’RGATISHDA MADANIYATLARARO MULOQOT
MASALALARINING O’RNI VA AHAMIYATI
Begdullaeva Uldaulet Xamidulla qizi,
Nukus Innovatsion instituti talabasi
Annotatsiya:
Ushbu maqola orqali bugungi kunda xalqaro til maqomiga ega bo’lgan ingliz tilini
o’rgatishda madaniyatlararo muloqot masalalariga e’tibor qaratilgan.
Ma’lumki, madaniyatlararo muloqot - bu turli madaniyatlar va ijtimoiy guruhlar o'rtasida
ma'lumot almashishga qaratilgan muloqot shakli hisoblanadi. Shuningdek, maqolada til va
madaniyat o’rtasidagi bog’liqlikni ilmiy jihatdan tahlil qilishgayondoshilgan.
Kalit so’zlar:
til, muloqot, madaniyat, urf-odat, millatlararo, adaniyatlararo munosabatlar,
kommunikatsiya, intelektual salohiyat, kreativ yondashuv, millat
Zamon shiddat bilan rivojlanayotgan bir vaqtda, chet el fuqarolari bilan iqtisodiy, madaniy,
fan va ta’lim yo’nalishlarida hamkorlik munosabatlarini o’rnatishga bo’lgan ehtiyoj tobora
ortmoqda. Bu esa o’z navbatida xalqaro miqiyosida chet tilini o’rganishga bo’lgan talabni
ortishiga, jamoalar kundan -kunga ko'p tilli va ko'p madaniyatli bo'lib borishiga va
madaniyatlararo muloqot ko'nikmalarini shakillanishiga sabab bo'lmoqda. Har qanday ta'lim
yo'nalishida tahsil olayotgan talabalar o'rganayotgan tilining madaniyati va xalqlarining urf-
odatlari
haqida
ma'lumotga
ega
bo'lsalargina
muloqotga
kirishganda
to'siq
va
tushinmovchiliklarga duch kelishmaydi. Ahamiyatlisi, o'zga til vakillari bilan munosabat
o'rnatishdan
avval
madaniyatlararo
aloqa
bo'shliqlari
natijasida
yuzaga
keladigan
munosabatlarning buzilishining oldini olish uchun mavjud bo'lgan madaniy farqlarni to'liq
tushunish juda muhimdir. Biz har doim bilishimiz kerakki, har qanday guruhning me'yorlari,
