Kokand state pedagogical institute named after mukimi faculty of foreign languages

THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
KOKAND STATE PEDAGOGICAL INSTITUTE NAMED AFTER MUKIMI
FACULTY OF FOREIGN LANGUAGES
Department of English language and literature
COURSE WORK
THEME: MOTIVATION AND CONFIDENCE AMONG LANGUAGE LEARNERS.

Prepared by:

Checked by:

Kokand 2022

PLAN:


INTRODUCTION………………………………………………………………..3
I. PSYCHOLOGICAL AND PEDAGOGICAL ANALYSIS OF THE MEANING OF MOTIVATION FOR LEARNING A FOREIGN LANGUAGE
1.1 Theoretical analysis of domestic and foreign psychological and pedagogical approaches to the concept of motivation………………………………………...…6
1.2 The role and importance of motivation in learning foreign languages…………………………………………………………………………...8
1.3 Classification of motives for learning activities………………….……..…….11
1.4 Modern approaches to learning a foreign language that ensure the development of student motivation………………………………………………….…………..15
II. MOTIVATION AND CONFIDENCE AMONG LANGUAGE LEARNERS.
2.1 Psychological analysis of learning motivation………………………………19
2.2 Linguistic abilities as the basis for the success of learning a foreign language and their relationship with motivation…………………………………………….21
2.3 Modern foreign language teaching strategies…………………………………23
2.4 Factors that reduce the need to learn foreign languages………………………………………………………………………….27
Conclusion………………………………………………………………………...31
References…………………………………………………………..…………….33


Introduction
The relevance of this topic is due to the need to find ways to increase motivation and overcome difficulties in the study of foreign languages. Many modern Russian schools experience many difficulties in teaching a foreign language. Most of the students lose their motivation to learn foreign languages, being unable to use the acquired knowledge outside the educational process. This happens when students do not understand the importance of the learning process and do not realize the need to acquire knowledge.
The study of motivation from the point of view of psychology and its education are two aspects of the same process of forming the motivational activity of the student's personality. The study of motivation is a study of the level of its development, possible means and ways of studying it, its evolution in each individual student and in the class as a whole.
At present, the formation of learning motives is the formation in a modern school of suitable conditions for the manifestation of internal motives (motives, goals, emotions) for learning; comprehension and understanding by students, with their subsequent self-realization of their motivational activity. At the same time, the teacher should not be an outside observer, considering and observing the development and formation of the motivational sphere of students. He should strive to stimulate its formation with the help of psychologically sound methods and techniques.
The teacher can investigate the motivation of the student by means of long-term observation of the student in everyday life conditions, systematizing the frequently repeated reasoning and actions of schoolchildren. When planning the process of forming motivation, it is necessary to be based on the results of a student's psychological and motivational study.
Another important aspect of the study and education of student motivation is the existence of a benevolent relationship between the teacher and the student. At the same time, the main task of teaching at school is not the selection of children, but the control of the process of their mental development in order to correct possible deviations. When studying the psychological characteristics of the development of each individual child, one should not compare him with his peers, but only with his previous results and achievements.
It is also necessary to analyze and motivate not only weak and unsuccessful students, but every child. When studying the motivation of each student, it is necessary to study the state of his cognitive and motivational spheres (desire to learn, motives), as well as the emotional sphere (goals and objectives in the course of learning, mental states in the learning process). For each teacher, an individual plan for the formation of his motivation should be developed.
The problem of motivation in learning exists in every subject. Methods and methods of its improvement and development are presented in psychological and pedagogical methods and educational materials, taking into account the specifics of each academic subject. However, a special place is occupied by the problem of motivation in the study of foreign languages. Modern studies have shown that there is a decrease in motivation at different levels of education. It was noted that before students began to learn a foreign language, as a rule, they are highly motivated in this subject. They want to speak a foreign language with their peers; they like to recite poems and sing songs in a foreign language; get acquainted with the culture, geography, customs and habits of the countries of the studied foreign language.
For many students, learning a foreign language is an adventure. Although at the beginning of the process of studying this subject, the attitude of schoolchildren towards it changes, many are disappointed in it. This process involves a period of accumulation of knowledge and a stage of elementary content, as well as overcoming various difficulties, which delays the achievement of the desired results. In the course of this educational activity, motivation is reduced, activity decreases, the desire to acquire knowledge of a foreign language weakens, overall academic performance decreases, which also negatively affects the motivation for learning.
The purpose of this study is to analyze the role of motivation in learning foreign languages from a psychological point of view.
The object of the study is motivation in the study of foreign languages.
The subject of the study is the motivation for learning foreign languages among students of different age groups.
The hypothesis of the study is that there are age-related features of the motivation for learning foreign languages, which determine the effectiveness of teaching a foreign language.
The set goal allows us to determine the range of tasks to be solved in this work:
1. To study and analyze the special literature on the problems of the psychology of motivation;
2. Explore modern approaches to the development of motivation;
3. Consider the psychological motivational factors for learning foreign languages;
4. Conduct a study of the peculiarities of motivation for learning foreign languages by students of different age groups;
5. Formulate conclusions and recommendations on increasing motivation in the process of teaching a foreign language.

I. PSYCHOLOGICAL AND PEDAGOGICAL ANALYSIS OF THE MEANING OF MOTIVATION FOR LEARNING A FOREIGN LANGUAGE

1.1 Theoretical analysis of domestic and foreign psychological and pedagogical approaches to the concept of motivation

The concept of motivation is an urgent problem, the study of which is devoted to numerous studies both in foreign and domestic psychology¹. This is due to the need to understand, explain and regulate human behavior in many areas of his life, to reveal the internal connections of a person’s motivational needs with his real actions, due to upbringing, education and social style of his life.
A large number of works of both domestic and foreign researchers are devoted to the problem of analyzing the motivation of human behavior. And today the problem of motivation remains one of the most discussed topics in various fields of science.
K. Levin², creating the "field theory", laid the foundation for future psychological research into the motives of behavior and the study of human needs. In the works of the American psychologist D. McKeland³, a theory of human needs was formed and methods and ways of influencing human behavior were identified. According to this theory, in the course of individual development, education and professional development, a person acquires certain motives and needs. The main stimulus of human activity, according to D. McClelland⁴, is the motive of striving for achievement. as well as subsequent satisfaction from the result. Werber Henning believed that motives are "purposeful, orienting in the means of inducing the realization of value claims." Under its influence, there is a choice and implementation of means and methods to achieve the goal. At the final stage, the motive affects the evaluation of the results of the action, so the result or successful achievement of the goal reinforces the motives, contributing to the formation of new learning attitudes. Research by J. Atkinson⁵ shows that certain motivational states determine the content of imagination person.
The founder of humanistic psychology G. Allport6 believed that the main motive for personal development is the desire for self-realization. In the theory of motivation by A. Maslow, the main motive that stimulates the activity of a person is his desire for continuous development. A. Maslow believed that the needs and abilities that determine our behavior are determined by internal and external motives. These motives are combined into a single system and have several levels: from physiological to spiritual needs.
In domestic research in the field of the psychology of motivation, considerable attention is paid to the motives of learning activities. Thus, L. Bozhovich's studies8 were devoted to the analysis of the dynamics of the motives of schoolchildren's learning activities throughout the whole period of schooling. As a result of research, it was found that there is a whole system of motives that encourage students to actively study. For example, for elementary school students, these are social motives that determine a positive attitude towards learning activities, even with an initially low level of cognitive motivation.
In his study of the attitude of schoolchildren to educational activities, L.I. Bozhovich determined that the basis of a positive attitude to learning is a set of motives that determine the learning activities of schoolchildren⁶. And the successful formation of a stable personality is determined by the emergence of social and moral motives of behavior. L.I. Bozovic and her followers defined motive as the inner position of a person. At the same time, the attitude of schoolchildren to learning is determined by a combination of motives, since “under the motives of learning, we understand what the child is studying for, what encourages him to learn”⁷.
Of particular importance in the study of learning motivation are the works of D. Elkonin and V. Davydov devoted to the analysis of the learning activity of younger students. In their opinion, the attitude towards learning activities at primary school age should follow the path of increasing interest in the results of their activities and the growth of cognitive independence.
A. Markova in her research considered the development of motivation as “a complication of the structure of the motivational sphere, the motives included in it, the establishment of new, more mature, sometimes contradictory relations between them”⁸. A.K. Markova believed that the motive is an internal component of activity, since “the motive changes, transforms in the course of the formation of activity, and then it can be considered as a new formation of activity (determining the position of a person in relation to the surrounding reality, to another person and to himself, the motive has significant influence on the characteristics of individual consciousness)”⁹.
The analysis showed that there are many approaches to understanding and researching the concept of motives in domestic and foreign psychology. Many researchers pay great attention to the motives of learning activities, understanding their place in the structure of the student's personality. After analyzing the studies of domestic and foreign psychologists, we can say that so far there is no single point of view or a definite solution, what is motivation in general and motivation for educational activities in particular.

1.2 The role and importance of motivation in learning foreign languages

Modern society is in constant search for the optimal solution to the problems of shaping the educational process, analyzing and improving the structure and content of education.
Psychologists and educators have come to the conclusion that the effectiveness of educational activity, its result, first of all, depends on the motives and needs of a small person, since it is motivation that provokes an individual to purposeful activity, achieving the desired result and finding effective tools for solving the tasks.
In the course of studying at school, schoolchildren very often face the problem of motivating the study of certain subjects. In the methodological literature and teaching aids, you can find examples of various techniques for developing and increasing the motivation to study certain subjects. However, the problem of ways and mechanisms to increase the motivation for learning foreign languages requires additional research.
Analysis of the problem of motivation reveals a decrease in motivation at older stages of education. According to statistics, before the start of learning a foreign language and at the initial stage of teaching foreign languages, schoolchildren show a high motivation to learn languages. Students have a desire to speak a foreign language with classmates, they like to recite poems and sing songs in a foreign language, it is quite a tempting prospect for them to learn to read about the culture and history of other countries. For most students, the prospect of learning a foreign language is something like an “adventure”, a “journey into a new unknown world”. Many of them dream of gaining new experience:
"I speak a foreign language." Therefore, the majority have a motivation to speak a foreign language in order to be able to talk with their peers who are native speakers of a foreign language, read books or correspond on social networks in a foreign language.
But, when the time comes to study foreign languages, the attitude of students to this subject changes, many of them are disappointed. Since in the process of learning a foreign language there is a period of accumulation of the basic vocabulary, knowledge of grammatical structures, etc., which involves overcoming various difficulties, all this delays the achievement of goals that seemed so tempting to the student. As a result, the motivation disappears, the former activity decreases, the perseverance, which was aimed at learning foreign languages, weakens. Because of this, academic performance decreases, which also negatively affects motivation. In the future, as adults, they regret that they missed the moment, and they have a feeling of dissatisfaction not only with themselves, but also with the system of teaching foreign languages in general.
Psychological research in this area is helped to find a solution in the question of motivation of the doctrine, where the psychological provisions of motivation are explored.
According to I. Zimnyaya, “a motive is what explains the nature of a given speech action, while a communicative intention expresses what communicative goal is pursued by the speaker when planning this or that form of influence on the listener”¹⁰. The problem of motivation in teaching foreign languages is considered by such psychologists as A. A. Alkhazishvili, I. A. Zimney, A. A. Leontieva, N. M. Simonova and others.
The researchers argue that motivation should be considered as one of the most important details in the process of learning foreign languages, which helps to ensure its effectiveness. But you need to take into account the following: motivation is a system of provoking impulses that guide the learning activities of students. In the case of a positive indication by the teacher in a more detailed study of a foreign language, its improvement and the desire to improve their knowledge in foreign language speech activity.
The teacher can only indirectly influence the motivation of students, helping to create favorable conditions and form motives, on the basis of which students have a personal interest in work. The teacher does it well when he can take the place of the student, understand his problems and difficulties. If the teacher succeeds, then he can not only understand the motivation for learning the language, but also, as if from the inside, encourage, improve and correct them.