Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
154
MOTIVATION IS A MAIN TOOL IN TEACHING ENGLISH
Aymetova Khatira Dadabayevna
Tashkent Pediatric Medical Institute Department of Foreign Languages
hatira1888@gmail.com
Annotation.
The article deals with the problem of motivation: creating
sustainable interest towards foreign language learning at medical institute students
through positioning the foreign language as a means of communication and
learning about the world. In particular, motivation plays a key role in students
learning new foreign words, with instrumental and linguo-cultural motivation as
the primary driving force for successful vocabulary acquisition.
Key words:
Key words: integrative and instrumental motivation, intrinsic
and extrinsic motivation, methods of fostering motivation, psychological-
pedagogical peculiarities of teacher
’s work, problematic questions, “home reading”,
fiction, motivational teaching practice, L2 motivational self-system, teacher-student
interaction.
INTRODUCTION
Today, in the Republic of Uzbekistan a great attention is given to the radical
reorganization of the educational system that will give an opportunity to raise it
to the level of modern standards. New approaches in the system of education also
influenced on the learning and teaching of foreign languages, as language is the
major factor of person
’
s development.
Presently in the world during the process of globalization, the knowledge of
foreign languages becomes necessary item, as people cannot communicate with
each other without knowing them. Besides, in modern society foreign languages
is becoming an essential component of professional training. Experts in different
fields want to obtain a higher level of language proficiency, because it affects the
successful solution of issues and professional growth. In many fields there is a
need to establish contacts with foreign partners and communicate professionally,
that
’
s modern methodology worked out innovative methods which help learners
and teachers to choose the most effective and suitable ones for effective study.
In the contemporary world learning foreign languages has become one of
the most international issues of current importance. Nowadays, much attention is
paid to teaching method, to be more specific, as most learners prefer various
activities in class that lead to their motivation in participation during the study.
The progress in the development of the teaching system depends on
methods chosen by a teacher and especially motivation both of the teacher and a
student. Motivation has a great significance in the process of learning language
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
155
METHODS AND MATERIAL
Motivation is the force that pushes us to do things. It is also an interior
power that triggers, leads, and preserves actions consistently. Motivation is
defined as the desire to engage in an activity out of curiosity, interest, or
enjoyment. Motivation is usually understood to refer to the desire to initiate
learning and the effort employed to sustain it, and in lay terms, we all understand
it to be a matter of quantity, as in the everyday observation that some learners are
highly motivated and others have little or no motivation.
English is today
’
s lingua franca of medical international communication, the
same as Greek and Latin were in the past; therefore, it is an essential prerequisite
for a medical career, to English-speaking countries. Therefore, teaching medical
English should be adapted in order to meet the specific academic and professional
needs of the students.
Motivation is the thoughts and feelings, which make us, want to and
continue to want to do something and which turn our wishes into action.
Motivation influences: why people decide to do something, how long they want to
do it, how they work to achieve it.
Motivation is very important in language learning. It is one of the key factors
that helps make language learning successful. Key concepts why are you
motivated to learn English? List your reasons. There are several different factors,
which can influence motivation. They include the usefulness to us of knowing the
language well. Many people want to learn a language because it can help them
achieve practical things such as finding a better job, getting a course of study,
getting good marks from the teacher, or booking hotel rooms. Knowledge of
foreign languages is essential to be able to understand better a country
’
s social
and cultural peculiarities.
Teacher motivation naturally has to do with teachers
’
attitude to work. It
has to do with teacher
’
s desire to participate in the pedagogical processes within
the school environment. It has to do with teachers
’
interest in student discipline
and control particularly in the classroom. Therefore, it could underlie their
involvement or non-involvement and non-academic activities, which operate in
schools. The teacher is the one that translates educational philosophy and
objective into knowledge and skill and transfers them to students in the
classroom.
Classroom climate is important in teacher motivation. If a teacher
experiences the classroom as a safe, healthy, happy place with supportive
resources and facilities for teaching, for optimal learning, he tends to participate
more than expected in the process of management, administration, and the
overall improvement of the school.
One of the most difficult aspects of becoming a teacher is learning how to
motivate your students. It is also one of the most important. Students who are not
motivated will not learn effectively. They won
’
t retain information; they won
’
t
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
156
participate and some of them may even become disruptive. A student may be
unmotivated for a variety of reasons: They may feel that they have no interest in
the subject, find the teacher
’
s methods un-engaging or be distracted by external
forces. It may even come to light that a student who appeared unmotivated
actually has difficulty learning and is need of special attention. Students look to
teachers for approval and positive reinforcement, and are more likely to be
enthusiastic about learning if they feel their work is recognized and valued.
RESULTS
I encouraged open communication and free thinking with my students to
make them feel important. If your classroom is a friendly place where students
feel heard and respected, they will be more eager to learn. A “good job” or “nice
work” can go a long way.
One way to encourage students and teach them
responsibility is to get them involved in the classroom. When we were going over
a reading in class, I asked students to take turns reading sections out loud. I made
students work in groups and assign each a task or role. Giving students a sense of
ownership allows them to feel accomplished and encourages active participation
in class. To avoid monotony, I changed around the structure of my class: Teaching
through games and discussions instead of lectures, encouraging students to
debate and enriching the subject matter with visual aids, showing a movie that
effectively illustrates a topic or theme.
The physical classroom should never be boring. “When will I ever need
this?” This question, too often heard in the
classroom, indicates that a student is
not engaged. If a student does not believe that what they
’
re learning is important,
they won
’
t want to learn, so it
’
s important to demonstrate how the subject relates
to them. I usually tell the students that they may use it in their career. Showing
them that a subject is used every day by “real” people gives it new importance.
They may never be excited about algebra but if they see how it applies to them,
they may be motivated to learn attentively. Visual aids can be a very powerful tool
to enhance the impact of your presentations. Words and images presented in
different formats can appeal directly to your audience
’
s imagination, adding
power to your spoken words.
In my lesson I used different types of visual aids:
White or black boards can be very useful to help explain the sequence of
ideas or routines, particularly in the sciences. I use them to clarify my title or to
record my key points as I introduce my presentation. However, once you have
written something on the board you will either have to leave it there or rub it off
–
both can be distracting to your audience. I use a handout if the information is
too detailed to fit on a slide or if I want my audience to have a full record of my
findings. t
A flip chart is a large pad of paper on a stand. It is a very useful and flexible
way of recording information during your presentation
–
you can even use pre-
prepared sheets for key. Technology ushers in fundamental structural changes
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
157
that can be integral to achieving significant improvements in productivity. Used
to support both teaching and learning, technology infuses classrooms with digital
learning tools, such as computers and hand-held devices; This model links teacher
to their students and to professional content, resources, and systems to help them
improve their own instruction and personalize learning.
While students are busy applying the skills that you have taught them you
need to be mobile and move around the classroom to make sure all students are
keeping on track with what they are supposed to be doing. Take this time to
answer any questions, give the students who may be off a task a gentle reminder,
and scan the classroom to make sure all is going as planned. As you move about
the classroom, ask students critical thinking questions to strengthen their
comprehension skills. Use how and why questions to make sure that you are
meeting your objective.
When you see a student paying attention, working hard, and doing what
they are supposed to be doing to meet your goal, compliment them. Make sure
that all students see you doing this, so they will understand why you are pleased
and in turn try to meet your objective for the lesson in a positive way as well.
CONCLUSION
Thus, when forming a positive attitude of students to the subject, it is
necessary to take into account the factors emanating from who we teach, how we
teach and what we teach.
Considering motivation as the most important spring of the process of
mastering a foreign language, ensuring its effectiveness, one must keep in mind
the following: motivation is a side of the student
’
s subjective world, it is
determined by his own motives and predilections, perceived by him needs. Hence
all the difficulties of calling motivation from the outside. The teacher can only
indirectly influence it, creating the prerequisites and forming the foundations on
the basis of which the students have a personal interest in the work.
REFERENCES:
1.
Allen, V.F. (1993), Techniques in vocabulary teaching, Oxford University
Press, New York.
2.
Brown H. D. Principles of Language Learning and Teaching. 2nd ed.
Englewood Cliffs, NJ: Prentice Hall Regents, 2017.
3.
Buranova D.D. Teaching methods of foreign languages and its relation to
medical sciences Achievements of young scientists in the field of pediatrics Part I
Republican scientific and practical conference Tashkent, 2017 April 39-41.
4.
Buranova, D.D. (2022). Teaching special subjects in English as an
important stage in higher medical education. Педиатрия.
5.
Crookes, G., & Schmidt, R. W. Motivation: Reopening the Research Agenda
// Language Learning. 1991.
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
158
6.
Davletyarova N.I. (2022) System-activity approach in practice of foreign
language teaching Uchinchi Renessans: Ta
’
lim, Tarbiya Va Pedagogika Respublika
miqyosidagi ilmiy-amaliy anjuman tezislari t
o‘
plami 2022. 51-
7.
Djalilova N.D. Teaching Foreign Language Communicative Competence to
Students of Non-linguistic Universities. Scientific journal of the Fergana State
University. Fergana. 2022, 229-233.
8.
Nabiyeva D.R.,
“
Needs analysis in teaching medical English
”,
Международная онлайн конференция « Наука и образование: актуальные
вопросы
,
достижения и инновации»., 2021,34
-36.
9.
Sharipova F.I. (2023) Medical translation today.
"Педиатрия".№ 1
.257-260.
10.
Talipova Sh.Sh. "Students
’
self-education and self-development in the
study of foreign language means of extracurricular work" Philology Pedagogical
sciences Psychological sciences, Польша, № 10(34) 2019
, 108-109.
11.
Zahidova M.F. “Development of intercultural communication in EFL
classroom through video tasks.” F
arDU. Ilmiy xabarlar, No1, 2023, 466-469.
12.
Buranova, Dilafruz. "TEACHING ENGLISH TO MEDICAL STUDENTS:
CURRENT TRENDS AND PERSPECTIVES." Philology Matters 2021.4 (2021): 123-135.
13.
Буранова, Д. Д.,
and
Х. А. Лутфуллаева. "Роль социальных сетей в
изучении английского языка среди студентов медицинских вузов."
МИНИСТЕРСТВО
ЗДРАВООХРАНЕНИЯ
РЕСПУБЛИКИ
УЗБЕКИСТАНА
ТАШКЕНТСКИЙ ПЕДИАТРИЧЕСКИЙ МЕДИЦИНСКИЙ ИНСТИТУТ (2002): 254.
14.
Худайбердиев, А., & Гулямов, С. (2023). В основе третьего ренессана
наука
-
просвещение!. Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании, 1(1), 364
-374.
15.
Гузачева, Н. (2020). Технология
zoom
как эффективный
инструмент для дистанционного обучения в преподавании английского
языка студентам медикам
. in Library, 20(4), 457-
460. извлечено от
https://inlibrary.uz/index.php/archive/article/view/20662
