2-tamoyil: Til o‘rganish uchun ijodiy muhit yaratish

Learner engagement 
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Every teacher wants their learners to be engaged. We want them to enjoy 
their learning. We want them be appropriately challenged and focus with heart 
and mind on the task at hand – not out of compliance but because they want to 

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learn and grow their skill set. Does this sound idealistic? Not necessarily. In this 
post, I consider the foundations for learner engagement. 
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There are three things we can consider in order to create the conditions in 
which learners are more willing to engage. These include promoting learners’ 
sense of competence, sense of autonomy, and sense of relatedness – these are 
the three ingredients of self-determination theory. Let’s look at each one briefly. 
1. Sense of competence 
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A sense of competence refers to learners feeling that they are able to 
manage the learning tasks they are confronted with. The core belief they need 
to hold is that learning a language is something everyone can do. They won’t 
necessarily all achieve the same levels of proficiency. But everyone can 
improve on where they are now, given the right opportunities, motivation, 
and strategies. Such beliefs are the basis of a growth mindset. 
How to promote a growth mindset 
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When language learners believe that their competence can grow and 
improve, then they are more likely to expend effort on learning and are less 
afraid of failures. To promote growth mindsets, learners can go on a scavenger 
hunt to find positive examples of people who persevered with effort towards 
success. 
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These positive examples can be found in films, literature, and other 
popular culture. Also, teachers can monitor classroom talk about language 
learning to ensure the impression is not inadvertently being created that there is 
an innate, immutable ‘talent’ that only certain special individuals hold. 
Language learning abilities are not fixed, everyone can develop their 
competences further.