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SECOND LANGUAGE LEARNING MOTIVATION
Ismoiljonov Sh.B.
Ingliz tili o‘qituvchisi, Is‘hoqxon Ibrat ijod maktabi, Namangan, O‗zbekiston
tel: +99893 9137616
Annotation:
In today's world, where foreign language has become so important recently and the borders
are becoming more transparent day by day in the global world, he draws attention to the fact that foreign
language is a necessity for every student who wants to cross national borders, and besides the cultural
accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be
emphasized that it means.
Key words
: foreign language, motivation, method, motivation, memory, language technique, word.
Аннотация
: В современном мире, где иностранный язык стал так важен в последнее время, а
границы с каждым днем становятся все более прозрачными в глобальном мире, он обращает
внимание на то, что иностранный язык является необходимостью для каждого студента, который
хочет пересечь национальные границы, и помимо культурного накопления, которое изучение
иностранного языка добавляет к себе, уверенности в себе и позиции. Следует подчеркнуть, что
имеется в виду.
Ключевые слова:
иностранный язык, мотивация, метод, мотивация, память, языковая техника,
слово.
We have conducted a survey for secondary school students to find out the motivation types they
are inspired by in order to learn a second language, and the study subjects were selected by dividing them
into learning motivation factors. First, the survey to find out the learning motivators was conducted for
students who enrolled in European languages classes in the September 2021 semester. A survey was
requested from 107 students in different grades and in total 106 people (99.3%) responded. The
respondents were 64 % females and 36 % living in school which is specialized for foreign languages
named after Iskhakhan Ibrat in the Republic of Uzbekistan.
The survey to find out the motivation factors was for students who took European classes in the
past years.
Research Tools
As a research tool, different types of questions in the questionnaire were prepared by composing
learning motivating factors into sub-questions according to different factors. It is because they are
affected. For example, a learner who is highly motivated by interest in those countries‘ which are spoken
in those languages culture may still be interested in culture, but may be motivated due to those languages‘
teachers or evaluation method. Therefore, the research tool was produced as a learning motivating factor
questionnaire in different factors.
European languages learning motivational factors questionnaire.
In order to fill out the European languages learning motivation factor questionnaire were referred
to as '1) media influences, 2) personal interests, 3) cultural influences 4) career purposes, 5) parental
(family) influences, 6) travel influences, six motivational factors for European languages learning were
determined.
<Table 1> Contents of the questionnaire for each motive factor for learning European languages
№
Motivational Factor
Questions
Contents of the Questionnaire
1
Media influences
15. How much do you like the films made in these countries?
16. How much do you like the TV programs made in these countries?
18. How often do you see films/TV programs made in these countries?
19. How much do you like the magazines made in these countries?
21. How much do you like the pop music of these countries?
26. I often watch satellite programs on TV.
2
Personal interests
I. How much do you like these languages? English, Russian, German
3. How important do you think these languages are in the world these
days?
4. How important do you think learning these languages is in order to
learn more about the culture and art of its speakers?
170
5. How much effort are you prepared to expend in learning these
languages?
10. How much would you like to become similar to the people who
speak these languages?
12. How rich and developed do you think these countries are?
14. How much do you like meeting foreigners from these countries?
17. How much do you like the people who live in these countries?
22. I am sure I will be able to learn a foreign language well.
23. I think I am the type who would feel anxious and ill at ease if I had
to speak to someone in a foreign language.
25. I don't think that foreign languages are important school subjects.
28. Learning foreign languages makes me fear that I will feel less Uzbek
because of it.
29. Learning a foreign language is a difficult task.
32. What foreign language(s) are you learning (have learnt) at school?
33. Have you learnt any foreign languages outside the school?
34. If yes which ones?
3
Cultural influences
13. How important a role do you think these countries play in the
world?
14. How much do you like meeting foreigners from these countries?
4
Career purposes
7. How much do you think knowing these languages would help you in
your future career?
2. How much do you think knowing these languages would help you to
become a more knowledgeable person? English, Russian, German
30. If you could choose, which foreign languages would you choose to
learn next year at school (or work)? Please mark three languages in
order of importance.
5
Parental
(family)
influences
8. How well does your mother speak these languages?
9. How well does your father speak these languages?
24. People around me tend to think that it is a good thing to know
foreign languages.
27. My parents do not consider foreign languages important school
subjects.
6
Travel influences
6. How much do you think knowing these languages would help you
when travelling abroad in the future?
11. How much would you like to travel to these countries?
20. How often do you meet foreigners (e.g., in the street, restaurants,
public places) coming from these countries?
36. Have you ever been abroad for longer than six months (e.g., when
your parents worked there)
37. If yes where?
This study started with a question about the phenomenon that many secondary school students
want to learn European languages in Uzbekistan.
Through the survey, it was found that the main motivational factors for learning those languages
were personal interests and media influence. However, the difference according to the learning stage of
this learning motivator did not appear statistically significant. This study is meaningful in that it revealed
the motivation factors for European language learning for Uzbek school students with interest in learning
motivation, which are fields that have not been studied much in European education.
REFERENCES:
1.
Hadfield, J. & Dörnyei, Z. (2013).
Motivation learning.
Harlow: Pearson Education. Kikuchi Ko.
& Sakai, H. (2009). Japanese Learners‘ demotivation to study English: A survey study.
JALTJournal,
31
(2), 183-204.
2.
Dörnyei, Z. (2005). The psychology of the language learners. Mahwah, NJ: Lawernce Erlbaum.
3.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
