Kokand state pedagogical institute named after mukimi faculty of foreign languages

II. MOTIVATION AND CONFIDENCE AMONG LANGUAGE LEARNERS.


2.1 Psychological analysis of learning motivation
Many leading experts in the field of intercultural communication note that the study of a foreign language is the most important reserve of socio-economic changes in the country, the main tool that contributes to the effective professional implementation of a person21. In addition, mastering a foreign language is one of the important ways of self-development of a person.
Therefore, the modern school is faced with the task of developing interest in learning foreign languages, starting from the initial stage of education, the formation of appropriate motivation, ensuring an understanding of the importance of this process for the development of the child's personality.
Any cognitive activity of students, along with the operational components of the educational process, also consists of elements of motivation. Motivation is one of the foundations of the activity and orientation of the personality to real objects and phenomena, as a result of which its cognitive activity appears.
External motives that are outside the boundaries of the educational process are both negative and positive. Positive motives are determined by a sense of responsibility to their relatives, a vision of the prospects for their education, acquaintance with the values of culture, and the acquisition of education. Negative motives can be caused by danger, punishment, reprimand, comments, bad grades.
Motivation is fueled and sustained by tangible, real, milestone and ultimate success. If a person does not achieve success, then motivation is gradually reduced, and this negatively affects the performance of activities. The cognitive motive is one of the exceptional among the many motives of students, and also one of the most complex and unique.
The formation of cognitive motivation creates a personal meaning for the activities of students, thanks to which the mastery of an educational subject has an independent value for him. The source of cognitive motivation is the desire for knowledge, an irresistible desire to learn everything new. With the help of this motivation, it is easier to overcome the difficulties of learning.
There are no students without initial motivation and interest in learning a foreign language. In any type of educational institution, when learning a foreign language, it is necessary to create special conditions in educational and cognitive activities that will help promote further development in learning a foreign language among students with a sufficiently high level of cognitive motivation.
Meanwhile, practice shows the following, today a large number of students with experience in learning foreign languages do not have a great desire to learn foreign languages at school. In their studies, teachers and psychologists note that modern schoolchildren have an ambiguous attitude towards this subject and are not sufficiently motivated to master it. Therefore, there is a contradiction between the increasing demands of society, when a good knowledge of foreign languages increases the competitiveness of a specialist, and the traditional system of teaching foreign languages.
One of the reasons for this phenomenon is the small theoretical and experimental research into the problem of formation of motivation for the study of foreign languages by students.
Since motivation is one of the main factors in learning a foreign language. Psychologists distinguish two motivational strategies of activity: motivation for success and motivation for avoiding failure.
Success motivation allows a person in any other areas of activity to achieve the desired, high result and satisfaction, doing something through effort. Therefore, the motivation to achieve success brings results in the study of a foreign language. A mediocre result is provided by the motivation to avoid failure. For example, a student is afraid to hand over an oral monologue to a foreign language teacher. He may well pass the monologue, but he will have a temporary effect from such success. This is due to the fact that a foreign language skill needs to be gradually formed and improved, and then it must be maintained throughout life so as not to be lost, but obviously this cannot be done without desire. For those who study a foreign language in universities, the most important motivational factor is the demand for employment. An interesting fact is that those who study a foreign language professionally have a high motivation to achieve professional success and professional self-realization. Therefore, when learning a foreign language, an understanding must first be formed that the foreign language itself is just a way of receiving and transmitting any information. Here, the psychological component is closely interconnected with the main methodological element, namely, with the content of teaching a foreign language. The content should be appropriate to the interest and age group of students to maintain a sufficient level of learning motivation.
Many who have begun to learn a foreign language still cannot complete their study. Why Are you losing motivation? The thing is that a foreign language, unlike, for example, from studying another school subject, requires constant and systematic studies.
Quite often, various factors interfere with doing this, so certain strong-willed efforts are needed. Another reason why students do not see the point in learning a foreign language is that knowledge of a foreign language as a skill does not seem necessary, since in everyday life they use their native language. And indeed it is. Almost all the necessary information is in Russian, and besides, being in their native language environment, they feel more comfortable. Therefore, students need certain volitional efforts on themselves in order to create artificial foreign language conditions for themselves. Most often, the teacher helps them with this.

2.2 Linguistic abilities as the basis for the success of learning a foreign language and their relationship with motivation

The main element in order to determine the ability of a person to any activity, from the point of view of T.I. Artemyeva, is human activity, and its criterion is success in its implementation and its effectiveness. The next, complementary, property that determines abilities is their connection with a certain type of activity. Following K.K. Platonov, abilities are understood as such a structure of fairly stable individual psychological personality traits, which, appearing in a certain type of activity, characterizes the quality of performance and the result.

In the case of learning foreign languages, it is most correct to talk about linguistic knowledge and the use of speech skills in various types of speech activity: speaking, listening, writing and reading.
One of the important factors to consider when learning a foreign language begins is the individual capabilities of a person. This concept includes such elements as: free time, personal abilities and type of nervous system. It is very difficult to talk about their absence or presence; Western methodologists and psychologists confidently assert that the mechanics of learning a foreign language is not yet fully understood due to its particular complexity. However, it is a well-known fact that a person has a number of advantages in mastering a foreign language if:
1. Has excellent auditory difference sensitivity, i.e., can distinguish sounds and their shades, recognize them in the flow of speech and imitate them;
2. Owns a large and flexible memory capacity.
To memorize new words and expressions, you need a good mechanical memory. which logic, associations and emotions can help. A person can learn a foreign language inductively, i.e. move from the particular to the general. Having studied any rule on a specific example, he logically transfers this special case to other similar situations, expanding his abilities of understanding and speaking.
Psychology denies the equality between abilities and knowledge, skills and abilities, but at the same time pays attention to their integrity. In order for abilities to be revealed, activity is needed, which in turn cannot be realized without abilities.
The abilities for foreign languages, as well as for other spheres of human activity, are primarily interconnected with motivation, with interest. As a result, the more success a person has in any type of activity, the more interesting he becomes, he receives more and more new knowledge and can feel the practical usefulness of the acquired skills. In the modern world, one of the main motivation factors is practical usefulness, when motivation increases due to the intention to achieve a better result. At this moment, a person realizes that he can achieve a lot, while spending a little energy.
But on the other hand, if the motivation to learn a foreign language does not come primarily from the very essence of the language, but is determined by some other external factors, then motivation can form the ability to learn a language, primarily through constant and conscious studies.
Quite often, teachers, in order to increase the motivation of schoolchildren, convince them that there are no people on earth who would not be incapable of learning a foreign language. If a person can speak his native language, then this means that everything is fine with those brain processes that are responsible for the ability to speak. And this means that he can also speak a foreign language. But in order for the brain processes to start working, you first need to learn a foreign language. Therefore, when they say that a person has the ability to learn a foreign language, what is meant is the ability to master it, and not to speak it.
Therefore, the key to success is constant practice. Even people who know one or another foreign language well confirm that they feel insecure in their abilities, if they haven’t practiced for some time, they are like athletes who have lost their shape.