ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 5 / UIF:8.2 / MODERNSCIENCE.UZ
1389
THE IMPORTANCE OF STUDENT SELF-ESTEEM IN THE PROCESS OF
LEARNING A FOREIGN LANGUAGE.
Stepanyan Albina Anatolevna
Teacher of Samarkand State Institute of Foreign Languages.
https://doi.org/10.5281/zenodo.11394482
Abstract.
The article examines such a phenomenon as students’ self-esteem in process of
learning a foreign language, and also reveals the relationship between the level students' self-
esteem and their academic performance.
Key words:
self-esteem, levels of self-esteem, types of self-esteem, motivation, foreign
language.
ВАЖНОСТЬ САМООЦЕНКИ СТУДЕНТА В ПРОЦЕССЕ ИЗУЧЕНИЯ
ИНОСТРАННОГО ЯЗЫКА.
Аннотация.
В статье рассматривается такое явление, как самооценка студентов
в процессе изучения иностранного языка, а также выявляется связь между уровнем
самооценки студентов и их успеваемостью.
Ключевые слова:
самооценка, уровни самооценки, типы самооценки, мотивация,
иностранный язык.
Currently, researchers in the field of foreign language teaching methods languages,
together with psychologists, pay great attention to factors that can significantly influence the
process of teaching foreign languages. In the psychological and pedagogical literature, the
affective factor is recognized as such a factor, representing the emotional component of human
behavior, which in its the queue is compared with its cognitive component.
Some scientists view affective factors as emotional states personality, reflecting her attitude
towards herself and communication partners [2, p. 140]. Data factors can be both stimulating and
suppressive in nature, as well as determine the outcome of the learning process.
Affective factors, for example, can manifest themselves in the relationships that have
developed between students and teacher, and may also be associated with the internal
psychological state student. Students who have sufficient knowledge of a foreign language differ
from other students the ability to control their emotional state, as well as the ability to adequately
respond to difficulties arising during the learning process. In other words, various emotional
factors can have a significant impact influence on the effectiveness of the process of mastering a
foreign language.
Thus, it is recommended to pay special attention to the psychological aspects of teaching
foreign language, since in this case the teacher will be able to provide timely help and support for
students [1]. Taking as a basis the work of foreign scientists in the field of linguistics and
psychology, we can draw a conclusion about the direct relationship between the personal
characteristics of students and development of spontaneous speaking skills. Among them are
communication skills, empathy, as well as high social communication skills [2].
S. Coopersmith defines self-esteem as “personal assessment the value of oneself as an
individual, expressed in a person’s attitude towards himself and showing to what extent he believes
in his capabilities and how he defines his significance and value for others" [2, p. 34]. According
ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 5 / UIF:8.2 / MODERNSCIENCE.UZ
1390
to a number of foreign scientists, self-esteem manifests itself in all aspects of human activity,
including learning foreign languages [4, 7]. Moreover, it is difficult for a person to achieve success
or recognition in one activity or another without a certain level of healthy self-esteem, and also
sufficient knowledge about yourself and the world around you.
When learning a foreign language, there are two main problems associated with self-
esteem: making mistakes in speech and comparing oneself with others. The student admits errors
in speech, often comparing themselves with those students who are more successful in mastering
a foreign language, which causes the student to lose not only self-esteem, but also motivation to
study a foreign language. In such cases, teachers can come to the rescue, capable of relieving
psychological difficulties in the process of learning a foreign language, 69 since it is necessary to
achieve a psychologically comfortable atmosphere in the classroom, promoting cooperation and
co-creativity between students and the teacher [3].
Thus, it is necessary to pay special attention to affective factors when teaching a foreign
language to students, since it is teachers who are capable of not only relieve psychological stress
in class, but also help students effectively master a foreign language, thereby significantly
increasing self-esteem students.
REFERENCES
1.
Voskovskaya A.S., Karpova T.A. Psychological aspects of teaching a foreign language at
university // International Journal of Economics and Education. Volume 3. Number 1.
February, 2017. Rostov n/d, 2017. pp. 55-66.
2.
Brown D.H. Principles of Language Learning and Teaching (5th ed). Pearson: Longman,
2007.
3.
Coopersmith S. The antecedents of self-esteem. San Francisco: W.H. Freeman and
Company, 1967.
4.
Dornyei Z. The psychology of the language learner: Individual differences in second
language acquisition. London: Mahwah, New Jersey, 2005.
5.
Gardner C., Clement R. Social psychological perspectives on second language acquisition
/ H. Giles & W. P Robinson (Eds Chichester: John Wiley & Sons, 1990. pp. 495-511.
