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(2008).
Reading
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at:
http://www.isu.edu/~kingkath/readstrt.html
10.
Lau, K. (2006). Reading strategy use between Chinese good and poor readers: a think-aloud
study. Journal of Research in Reading 29, 383–399.
11.
Pani, S. (2004). Reading strategy instruction through mental modeling. ELT Journal 58, 355-362.
12.
Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of L2
learners. Language Learning 37 (4), 573-594.
13.
Wright, M. and Brown, P. (2006). Reading in a modern foreign language: exploring the potential
benefits of reading strategy instruction. Language Learning Journal 33, 22-33.
THE ROLE OF MOTIVATION IN TEACHING FOREIGN LANGUAGES
Joldasbaeva D.B.
1-year Master student, NSPI named after Ajiniyaz, Nukus, Uzbekistan
tel: + 99899 098 77 97
The problem of motivation in learning arises in every subject, but it is especially acute it
manifests itself in the study of a foreign language. The importance and role of motivation in learning
foreign languages has been proven by different research. For the first time the word motivation was used
by A. Schopenhauer in the article ―Four Principles of Sufficient Cause‖ (1900–1910). Then this term
entered into psychological use for explain the causes of human and animal behavior.
Currently, motivation as a mental phenomenon is interpreted in different ways. In one case - as a
set of factors that support and guide, i.e., determine behavior (K. Madsen, 1959; J. Godfroy, 1992), in
another case - as a set of motives (K.K. Platonov, 1986), in the third case - as an impulse that causes the
activity of the organism and determines its direction.
The word motivation is derived from the word motive. ―A motive is an impulse to activity
associated with the satisfaction of a person's need; a set of external and internal conditions that cause the
activity of the subject and determine its direction.
The term motivation refers to a system of rewards or incentives that can have a positive impact on
the degree of assimilation of the material and the effectiveness of developing skills and abilities.
Therefore, in the methodology of teaching foreign languages, the formation of a motive for learning is
always an important priority not only for the educational process as a whole, but also for each teacher.
The task of foreign language teacher is, along with all educational and developmental aspects, to
form the student's desire to learn a foreign language, to generate such an important phenomenon, as a
motivation. A teacher of a foreign language is always faced with the question of how to encourage
students to learn a language, how to interest and maintain this interest for a long time, how to develop an
interest in learning foreign languages.
It should be remembered that learning motivation is closely related to social factors, since many
factors that influence on learning motivation, is formed under the influence of society and social
conditions. As L.A.Regush said: ―Because learning motivation is mostly is socially conditioned, the
possibilities for managing it in the pedagogical process are very wide‖
[
Regush.L.A 2011
:
p. 243].
Learning motivation is a process that involves the use of various motives and incentives for the
student. The student's attitude to learning is largely determined by the system of motives of the person
himself. At the same time, we must not forget that there are other factors that influence the learning
process and the formation of educational motivation. Some experts classify motives by type, ―in this
regard, internal and external motives are distinguished‖ [Reanh A.A 2011, p. 97]
Internal motives arise within the person himself. With an internal motive, the learning process
itself is a source of satisfaction, when, for example, in the foreground the student is interested in
implementing the process and achieving the best result. External motives are due to external components,
in other words, they are formed under the influence of the teacher, other persons and society, other
external circumstances. Undoubtedly, the effectiveness of the process of teaching a foreign language
depends on many factors, but motivation in a foreign language class plays a very important role.
R.M. Ryan and E.L. Deci note that internal motivation dominates in importance, reflecting the
internal desire of the individual to learn and acquire knowledge, while external motivation can vary
considerably in its relative autonomy and, accordingly, can be a reflection of either external control or
self-regulation.
So, external motivation can be divided into several types. In the first case, students with a
pronounced external motivation carry out activities with indignation, indignation, and reluctance. in the
second case, we are talking about the forced desire of the individual to perform certain actions, but at the
210
same time it is a reflection of the manifestation of the will or internal acceptance of the value of the task
[
Ryan R.M., Deci E.L.
]
Motives and motivation are the driving force behind the learning process. It is motivation that is
the main means that will make it possible to increase the level of students' interest in the educational
process.
Therefore, the education system as a whole and teachers, as the most important subjects of this
system, should always pay great attention to the principle of motivation, create situations in which
students have an interest in the educational material.
To achieve this goal, teachers must enhance both extrinsic and intrinsic motivation to learn.
However, internal motives prevail over external ones, because in external motivation a student can
perform educational activities under the influence of external factors. Circumstances, and intrinsic
motivation is abstract and related to pleasure, satisfaction, a sense of accomplishment within the person
himself and can even affect extrinsic motivation.
REFERENCES
:
1.
Regush.L.A. Pedagogical psychology. SPb, 2011.
2.
Reanh A.A. Personal psychology. SPb, 2011.
3.
Ryan R.M., Deci E.L. Intrinsic and Extrinsic Motivation: Classic Definitions and New Directions
https://www.sciencedirect.com/science/article/pii/S0361476X99910202
PEDAGOGY AND INNOVATIVE TEACHING METHODS IN THE XXI CENTURY
Pirnazarova Sh.
4
th
year student, KarSU named after Berdakh,
Nukus, Uzbekistan
Atashova F.
Scientific advisor, English Language and Literature Department
KarSU named after Berdakh, Nukus, Uzbekistan
Abstract:
During the ancient period in Greece, the role of the teacher was first introduced and teaching
was considered an art form. Going to school and getting an education was something that only the richest
people could afford. The role of a teacher or educator was considered the most important in the learning
process, as they gave children invaluable knowledge and wisdom.
However, educators were not the first educators. Wealthy residents of the area used slaves to take their
children to school. They were considered experienced and wise, who passed on knowledge to the children
who were led to school. This is how the word "teacher" came about. He is described as the "leader of the
children". They guide students both academically and morally.
Teaching methods are broader methods used to help learners achieve learning outcomes, and activities are
the various ways in which these methods are implemented. Teaching methods help students to master the
course content and learn how to apply content in specific contexts.
Key words
: teacher, teaching, pedagogy, methods, learning process, leader of the children, learning
outcomes, activities, course, academically and morally, content, specific context, guide, pass on
knowledge.
INTRODUCTION
Pedagogy refers to the way in which students are taught, be it theory or practice of learning. It is
the link between culture and teaching methods. The main goal of pedagogy in the XXI century is to build
on students' previous knowledge and work to develop students' skills and attitudes. Pedagogy allows
students to gain a complete understanding of the subject and helps them apply the acquired knowledge in
everyday life outside the classroom.
Pedagogy defines the methods adopted for the conduct of teaching sessions, using the various
strategies and approaches adopted by teachers to ensure that the goal is achieved. Pedagogy is strongly
influenced by educational psychology and child psychology. This concerns not only the improvement of
teaching methods, but also the analysis of student responses. Overall, its main goal is to develop an
effective learning experience.
Pedagogy, the study of teaching methods includes, the goals of education and the achievement of
these goals. This field relies heavily on educational psychology, which advocates a scientific theory of
education, and to some extent limits philosophical education, which presupposes goals and appeals to
education from a philosophical point of view.
