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in the globalized world
15
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-426.
THE PSYCHOLOGICAL EVOLUTION AND CHALLENGES OF
LEARNERS IN ENGLISH LESSONS
Abdullayeva Moxina Baxtiyorovna,
Student
Uzbek State World Languages University
Abstract
The psychological components of learning English are examined in this topic, along with how
learners
’
cognitive capacities change over time and the difficulties they encounter. It explores how
motivation, fear of making mistakes, language hurdles, cultural sensitivity, and communication skills
affect learning. This study examines the psychological elements of learning a second language, with
a particular emphasis on the difficulties and changes encountered by students taking English classes.
It looks into the motivation, anxiety, beliefs, and learning techniques that are all part of the cognitive
and affective processes that underpin language acquisition. After that, a qualitative investigation
including interviews is presented. After that, a qualitative study that involved watching and
interviewing students during English classes is presented. The study
’
s conclusions shed light on how
learners
’
psychological makeup changes over time, emphasizing how their drive, self-assurance, and
linguistic abilities gradually improve. The article also lists the main obstacles that students face,
including language anxiety, a lack of desire, and trouble comprehending intricate grammatical
patterns.
Keywords
: Psychological Evolution, Learners, English lessons, Cognitive development
Cultural awareness, Communication skills, Language barriers, Fear of mistakes, Motivation
This article adds to our understanding of the psychological dynamics and
challenges that learners face in English training. It provides significant information for
Topical issues of language training
in the globalized world
16
educators, curriculum designers, and researchers that want to improve language
learning experiences and learner results.
Have you ever wondered how personal psychology influences the learning
process? As we approach a new era, it is critical that we understand both the problems
and the benefits of this psychology.
“
For pupils everywhere, studying the English
language is an essential part of their education.
“Dörnyei (2005) emphasizes the
importance of learners
’
psychological characteristics, such as motivation, anxiety, and
self-efficacy, in influencing their success in acquiring English as a second language.
”
Learners encounter numerous challenges and undergo significant psychological
evolution as they engage with the complexities of the English language. This article
sheds light on the variables influencing students
’
learning experiences by examining
the psychological growth and typical issues faced by English language learners. The
psychological development and difficulties encountered by students taking English
classes demonstrate the intricate interactions among language limitations, cultural
sensitivity, communication skills, and frequent roadblocks such a lack of drive and fear
of making mistakes.
Learning a new language requires cognitive development as students pick
up vocabulary, syntax, and grammatical structures. By extending their emotional and
cognitive capacities, positive emotions and imagination can improve language learning
experiences for English language learners (MacIntyre & Gregersen, 2012). Students
improve their verbal and cognitive capabilities as they interact with the English
language. Cultural Awareness: Learning English frequently exposes students to a
variety of cultures and viewpoints, which fosters emotional development and empathy.
Comprehending cultural subtleties and diversity has the potential to expand learners
’
perspectives and cultivate a feeling of global citizenship. Communication Skills:
Emotional intelligence, social skills, and language competency are all necessary for
effective communication in the English language.
“
Mercer and Ryan (2010) investigate
how students view the contribution of innate ability to learning English.its effect on
students
’
performance and motivation in language classes.
”
Students
’
interpersonal
Topical issues of language training
in the globalized world
17
and communication skills grow as they practice speaking, listening, and writing in
English.Overcoming language obstacles can be quite difficult for non-native English
speakers. Grammar mistakes, pronunciation issues, and a lack of vocabulary can all
impede clear communication and self-assurance when speaking the language. dread of
making errors In English classes, learners
’
confidence and motivation may be affected
by their fear of making mistakes. Pupils may be reluctant to take chances when
speaking or writing in English because they are self-conscious about their language
abilities. Absence of Motivation: If students don
’
t have a clear goal in mind for learning
the language, they may find it difficult to stay engaged in English classes. external
elements like scholastic pressure or restricted. External variables might impact
students
’
involvement and achievement, such as lack of interest in the subject or
pressure to perform well academically.
“
Arnold (2011) delves into the significance of affective factors, such as emotions
and attitudes, in language learning and suggests strategies for addressing learners
’
emotional challenges in English classes.
“
Developing a growth mindset might assist
students in seeing obstacles as chances for personal development. In English classes,
students
’
confidence and motivation can be increased by placing an emphasis on effort,
perseverance, and development rather than perfection. Giving constructive criticism:
Research investigate the influence of teacher motivational practices on students
’
motivation and their development of possible future selves in English language
learning contexts.
“
Giving students constructive criticism and encouragement can help
them become more self-assured and enhance their English language proficiency.
uplifting. Giving students constructive criticism and encouragement can help them
become more self-assured and enhance their English language proficiency. When
emotion is used improperly, it sets off a chain reaction. When I worked as a practicum
student at school, I wanted to present my own study. I was in school for thirty days
teaching and learning various techniques. In the beginning, I only observed the
surroundings and made an effort to understand the behavior of the students because it
is crucial to the instruction and advancement of their English language learning
Topical issues of language training
in the globalized world
18
process. I conducted an extensive study on teaching youngsters ranging in age from
three to seven years. In the kindergarten where I worked, there were around forty kids
using new game-based learning equipment from Japan. Plays a significant effect on
their psychological and emotional habits. However, I was eager to study the methods
used by the teachers at school. Whether or not they take into account the effects of
psychology intrigued me. After observing them for a week, I concluded that everything
was alright because of the teacher
’
s skill. But later, when I tried to teach the third grades
using game practices. I was shocked by their poor reaction and lack of self-control.
Perhaps you
’
ll conclude that my choice of game was incorrect. How selecting the
improper game for a 9-year-old youngster could be incorrect. They ought to be engaged
in activities. I used a game called Dragon that I built. Students had to answer basic
questions to be able to participate in the game, which was designed by schoolchildren.
When their teacher cautioned them, they remained silent, shocking me. The second
oddity
—
and the explanation for my query
—
involved first-graders. I was the lone
student in that particular lesson. It is crucial to remember that first graders are seven
or eight years old. Their feelings will fluctuate. One kid expressed his desire to respond
to the question by shouting. The teacher explained his actions. The teacher
’
s attitude
made him feel afraid. Next, I discovered how to respond if someone tries to suppress a
child
’
s feelings from the very beginning of their education. Even though he is only
fourteen years old, he is losing self-control in the classroom day by day. I was shocked
after this trial since professors expect their students to sit like robots. Not This is false,
because feeling is the initial stage for children in the process of learning. Students may
experience anxiety and worry when learning English, especially if they lack confidence
in their abilities or have had poor experiences with language acquisition in the past.
This can result in avoidance behaviors like procrastinating on homework or missing
classes. Students may also be unmotivated to study English, particularly if they do not
see the language
’
s relevance in their life. This can make it challenging for them to
maintain focus and engagement in their studies. Students must learn new cognitive
abilities, such as grammar, vocabulary, and pronunciation, when studying English.
Topical issues of language training
in the globalized world
19
Students who are not native English speakers may struggle with these skills. Students
may also encounter difficulties due to cultural variances between their native language
and English. For example, the differences in how politeness is presented between
cultures might lead to misunderstandings. Teachers must be able to meet the many
requirements of their pupils, including those with varying learning styles, cultural
backgrounds, and degrees of motivation. This can be difficult, particularly in larger
courses. Teachers must be able to push students to learn English, even if they are
initially disinterested in the language. This can be accomplished by tailoring teachings
to students
’
lives and giving opportunities for them to utilize the language in
meaningful ways.
• Providing comments: Teachers must be able to provide constructive and
encouraging feedback to students. This can be difficult, particularly when kids make
errors. Teachers may also encounter resistance from pupils who are uninterested in
learning English or have unfavorable attitudes toward the language. This might be
stressful for teachers, but it is critical to maintain patience and support. Fostering a
secure and impartial educational atmosphere can enable learners to embrace
opportunities and gain knowledge from their errors. Including Interesting Activities: In
English classes, interactive and hands-on activities can increase students
’
motivation
and level of participation. Including games, role-plays, and real-world situations can
help learners enjoy and make sense of their English language education.
Learners
’
psychological development during English classes is a dynamic
process that includes social, emotional, and cognitive growth. Teachers can establish a
productive learning atmosphere that supports development and success in English
language learning by addressing frequent problems and putting supportive tactics into
practice. Giving students the tools they need to overcome challenges and accept the
intricacies of the English language can result in improved. Learning English can help
you become more self-conscious, aware of other cultures, and improve your
communication abilities. The psychological development and obstacles faced by
students in English language classes are critical to their performance in the classroom
Topical issues of language training
in the globalized world
20
and in learning the language. Students
’
learning experiences and results can be greatly
impacted by a variety of factors, including motivation, anxiety, self-efficacy, emotions,
beliefs, and instructional practices. For the purpose of fostering language development
in a supportive and productive learning environment, it is imperative to comprehend
and manage these psychological factors. In order to improve students
’
motivation,
engagement, and general ability in the English language, educators and researchers
should keep investigating and putting these ideas into practice. Through recognition
and management of learners
’
psychological development and obstacles, teachers can
more effectively assist their pupils in accomplishing their language learning objectives.
References
1.
Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second
language acquisition. Routledge.
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sentence”. Novainfo. Ru, (130), 59
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Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ
СУЧАСНОЇ
НАУКОВОЇ
ДУМКИ
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Saidova Mamura Suleymanovna.
“The concept of function and context within the framework
of the communicative approach”.
(2023).
Western European Journal of Historical Events and
Social Science
,
1
(3), 46-48.
THE USE OF AUTHENTIC MATERIALS TO ENHANCE READING SKILLS
OF B1 LEVEL STUDENTS
Abdumannonov Behzod
student
Uzbek State World Languages University
Scientific advisor: D. Kattaboyeva
teacher
Uzbek State World Languages University
