Motivation for improving writing skills of english language learners

CC BY f
69-70
0
0
Поделиться
Комилова , М. ., & Исамукхаммедова , М. (2022). Motivation for improving writing skills of english language learners. Перспективы внедрения зарубежных инновационных идей и технологий в преподавании иностранных языков в новом Узбекистане, 1(1), 69–70. извлечено от https://inlibrary.uz/index.php/technologies-language-teaching/article/view/30531
Мохларой Комилова , Узбекский государственный университет мировых языков
Студент: Факультет английского языка, Группа-2130, 1-й курс.
Мунискхон Исамукхаммедова , Узбекский государственный университет мировых языков
Руководитель
Crossref
Сrossref
Scopus
Scopus

Аннотация

The aim of this article is to show the issues related to motivation learners in writing classes and how to develop effective piece of writing. In the study of academic motivation in a language-learning setting, motivation has traditionally been considered an independent variable. The present study treats it as both a dependent function of classroom activities and an independent predictor of study time, expected grade, and whether a student will continue to study the language. Six distinct motivational types arc discussed: motivation about the language, motivation about the class, confidence, external motivation, whether the class feels required, and self-reported motivation.


background image

69

MOTIVATION FOR IMPROVING WRITING SKILLS OF ENGLISH

LANGUAGE LEARNERS

Student: Komilova Mohlaroy

UzSWLU English faculty-3

Group-2130, 1

st

course

Supervisor: Isamukhammedova Munisxon

Annotation:

The aim of this article is to show the issues related to motivation

learners in writing classes and how to develop effective piece of writing. In the study
of academic motivation in a language-learning setting, motivation has traditionally
been considered an independent variable. The present study treats it as both a
dependent function of classroom activities and an independent predictor of study
time, expected grade, and whether a student will continue to study the language. Six
distinct motivational types are discussed: motivation about the language, motivation
about the class, confidence, external motivation, whether the class feels required, and
self-reported motivation.

Motivation

is defined as the forces that account for the arousal, selection, direction,

and continuation of behavior. Nevertheless, many teachers have at least two major
misconceptions about motivation that prevent them from using this concept with
maximum effectiveness. One misconception is that some students are unmotivated.
Strictly speaking, that is not an accurate statement. As long as a student chooses goals
and expends a certain amount of effort to achieve them, he is, by definition,
motivated. What teachers really mean is that students are not motivated to behave in
the way teachers would like them to behave. The second misconception is that one
person can directly motivate another. This view is inaccurate because motivation
comes from within a person. What you can do, with the help of the various motivation
theories discussed in this chapter, is create the circumstances that influence students
to do what you want them to do. Many factors determine whether the students in your
classes will be motivated or not motivated to learn. You should not be surprised to
discover that no single theoretical interpretation of motivation explains all aspects of
student interest or lack of it. Different theoretical interpretations do, however, shed
light on why some students in a given learning situation are more likely to want to
learn than others. Furthermore, each theoretical interpretation can serve as the basis
for the development of techniques for motivating students in the classroom. Several
theoretical interpretations of motivation - some of which are derived from discussions
of learning presented earlier - will now be summarized. Extrinsic and intrinsic
motivation models have been used to explain the importance of attitudes and beliefs
for enrollment, success, and attrition rates in foreign language classes. Extrinsic
motivation refers to an individual’s external motivation that comes from outside an


background image

70

individual with rewards such as money or grades. These types of rewards provide
satisfaction and pleasure that the task itself may not provide.

Motivation about the Language in particular is positively associated with several
outcomes of interest. Writing has always been seen as an important skill in English
language acquisition produce a well-thought-out piece of writing goals of ESL
students is to learnt. Because one of the important It is also a complex process and
can lead to learner frustration. Learning to compose an effective piece of writing can
be rather difficult unless students are given instruction as to what effective writing
involves and also offered practice chances to apply the basic conventions of writing.
Any writing program which is merely based upon a certain view may not reflect the
true nature of writing. Additionally ,writing skill can be developed when the learners
interests are acknowledged and when they are given frequent opportunities to actually
practice writing. As with speaking, it is necessary to provide a supportive
environment for the students and be patient.

References:

1.

Hedge

T

1988

Writing

Oxford

University

Press

Krashen SD

Writing : Research, theory and applications

Pergamon Press Kroll

B 1990

Second Language Writing: Research insights for the

2.

classroom

Cambridge

University

Press

Raimes A 1983

Techniques in teaching writing

Oxford University Press

3.

K. A., Bachrach, J. E. & Posey, S. K. E. (2008).

Learner Interest and

Achievement Motivation.

In Maehr, M. L., Karabenick, S. & Urdan, T. (Eds),

4.

Мусурманова, О., et al. "Педагогик атамалар луғати: ўзбек, рус, инглиз
тилларида." Т.:“TURON_IQBOL (2019).

5.

Палуанова, Халифа Дарибаевна. "Изучение экологических единиц в
английском языке." (2016): 72-72.

Библиографические ссылки

Hedge T 1988 Writing Oxford University Press Krashcn SD Writing: Research, theory and applications Pergamon Press Kroll В 1990 Second Language Writing: Research insights for the

classroom Cambridge University Press Raimcs A 1983 Techniques in teaching writing Oxford University Press

K. A., Bachrach, J. E. & Posey, S. К. E. (2008). Learner Interest and Achievement Motivation. In Maehr, M. L., Karabenick, S. & Urdan, T. (Eds),

Мусурманова, О., et aL "Педагогии атамалар лугати: узбек, рус, инглиз тилларида." T.:“TURON_IQBOL (2019).

Палуанова, Халифа Дарибасвна. "Изучение экологических единиц в английском языке." (2016): 72-72.

inLibrary — это научная электронная библиотека inConference - научно-практические конференции inScience - Журнал Общество и инновации UACD - Антикоррупционный дайджест Узбекистана UZDA - Ассоциации стоматологов Узбекистана АСТ - Архитектура, строительство, транспорт Open Journal System - Престиж вашего журнала в международных базах данных inDesigner - Разработка сайта - создание сайтов под ключ в веб студии Iqtisodiy taraqqiyot va tahlil - ilmiy elektron jurnali yuridik va jismoniy shaxslarning in-Academy - Innovative Academy RSC MENC LEGIS - Адвокатское бюро SPORT-SCIENCE - Актуальные проблемы спортивной науки GLOTEC - Внедрение цифровых технологий в организации MuviPoisk - Смотрите фильмы онлайн, большая коллекция, новинки кинопроката Megatorg - Доска объявлений Megatorg.net: сайт бесплатных частных объявлений Skinormil - Космецевтика активного действия Pils - Мультибрендовый онлайн шоп METAMED - Фармацевтическая компания с полным спектром услуг Dexaflu - от симптомов гриппа и простуды SMARTY - Увеличение продаж вашей компании ELECARS - Электромобили в Ташкенте, Узбекистане CHINA MOTORS - Купи автомобиль своей мечты! PROKAT24 - Прокат и аренда строительных инструментов