Kokand state pedagogical institute named after mukimi faculty of foreign languages

1.3 Classification of motives for learning activities

At this stage of studying the problem of motivation, it is necessary to characterize the main types of motivation that provide interest in learning a foreign language. Scientists, analyzing the main features of motivating forces and the techniques used in training, discovered a variety of areas of human motivation and features of its complex organization.

As you know, social motives can influence it. They constitute extrinsic motivation.
And also, the nature of its activity can also influence the motivational and incentive sphere of a person. This is called intrinsic motivation.
External motivation, as a rule, is a distant motivation deployed in time, designed to achieve the final result of learning. However, its stimulating effect on the process of learning a foreign language can be quite strong. It occurs at the earliest stages, sometimes before the students have begun to learn a foreign language and activates their activities for a good result. Therefore, it is important to organize the learning process in such a way that students gradually and constantly approach the goal. External motivation is motivation that is determined by the needs of society. This motivation connects a person with a sense of duty to the country or to loved ones. External motivation can be individual. It helps to define attitudes towards learning a foreign language as one of the ways to manage oneself or as a path to individual well-being. For example:
Example #1 - "I want to become a translator because it's profitable."
Example #2 - "I don't want to learn a foreign language, but I have to."
These examples show that extrinsic motivation can have both positive and negative effects. External motivation is combined with internal and enhanced by it. However, if extrinsic motivation is of "strategic significance", i.e. it sets external commands for the entire period of learning, then internal motivation has a “tactical effect”, since it is enhanced by the very process of learning foreign languages. This motivation is the most important, since the teacher must organize the learning process in such a way that students systematically reinforce the feeling of satisfying the desire to learn a foreign language. But what exactly are these needs and the variants of intrinsic motivation that suit them?
Many authors believe that the communicative version of intrinsic motivation should be considered as the leading one. Communication is a basic and real need for those who study a foreign language. Special sociological studies, in the course of informal conversations with students, found that, regardless of age or social status, all students of foreign languages are aware of their needs as communicative. All indicate that the ability to speak a foreign language with a friend or comrade, reading to enrich vocabulary and horizons, and writing to a foreign friend is an important motive for learning foreign languages. It is the consideration of these features that makes it possible to create communicative motivation, which manifests itself in the active participation of the student in educational and real communication.
A personal approach to learning allows for the development of communicative motivation. There are six personal components, the consideration of which motivates the student to learn: the context of activity, personal experience, the area of ​​dreams, interest, inclinations, the emotional-sensory sphere, the vision of the world, the position of the student in the group.
It is rather difficult to use all the elements of this structure in foreign language lessons, since a foreign language is an artificial way of communication. The rules of modern didactics say that the teacher should, first of all, give his students a specific lesson task, since cognitive activity appears at the moment when students understand and accept the task. Therefore, the initial moment of the appearance of motivation is the acceptance of the task by the student. The most important thing is how the teacher presents the objectives of the lesson to the students. He should be able to formulate the task of the lesson, taking into account the age characteristics of the students and the level of their language knowledge. Then the teacher will be able to organize the task with a “methodological setting” so that students understand it and can start learning without difficulties.
Students should also understand the content of the lesson. According to the experience of teachers, it can be said that an unusual personal-entertaining text without additional tasks does not provoke students' activity. Therefore, the teacher must give the lesson originality, making it interesting. To achieve this, the teacher should use interesting facts and events for students, maintaining a balance between new and already familiar information. It can be done:
- telling something new about a friend;
- updating interdisciplinary connections.
How the lesson is organized depends on the communicative activity of students. It is very important that the teacher sets a speech task at the beginning of each lesson. Those should be colloquial, such that it can be used in collective forms of work in the lesson. It can be work in pairs, in small groups with the use of role-playing games. As a rule, the authors of intensive teaching methods often use collective forms of work in foreign language classes.
Collective forms are quite acceptable in educational institutions, as they meet the requirements of teaching a foreign language in a class, group and team, and also help to find a communication partner and gain experience in using the language as a means of communication.
MIND. Rivers says that “you can't just put students into pairs or groups and tell them to communicate in a foreign language. It is necessary to create motives for this communication. By chance, under the influence of some surprise or a bizarre combination of characters in the group, the desire to communicate can flare up by itself, but for the most part it has to be kindled on purpose, by offering an interesting task for everyone, it will be an autonomous, truly human communication, and not another version of pseudo-communication ".
The motivational aspects of learning should already be included in the tasks of the lesson, should correspond to the content and organizational forms of the lesson and the teacher's teaching style.
An indicator of the professionalism of a foreign language teacher is his possession of techniques that stimulate communication, the inclusion of the communication process in any topic, any material or stage of learning.
The task of the teacher is to help each student find effective ways of communication that allow them to realize their abilities, express themselves, and show their potential. "Speech exercise" is an effective communicative beginning of the lesson. It creates a positive classroom atmosphere.
Another option for intrinsic motivation is linguo-cognitive motivation, which involves the creation of a positive attitude of students to the study of the basic grammatical elements of the language being studied. The teacher must show the rich general educational resources of a foreign language and its linguistic capabilities. It is important to use, when working with students, research work that is exploratory in nature, during which students can develop the ability to see the meanings and meanings of foreign words. Students should be encouraged to increase their vocabulary. This is facilitated by the use of language games in foreign language lessons. The students' experience of the state of excitement and the spirit of competition contributes to effective perception and contributes to memorization.
It is necessary to distinguish between mediated and non-mediated linguo-cognitive motivation. Mediated linguo-cognitive motivation is created through communicative motivation. Non-mediated linguo-cognitive motivation is stimulated by the search activity of students in the language material.
There are several rules, the observance of which allows to induce students' interest in "language material".
Firstly, the teacher should be attentive to the temporary organization of work on the “language material”, secondly, it is necessary to give the work a purposeful speech character, and thirdly, the “language material” that is studied in the lesson should be focused on one thematic area. . The teacher must motivate students by shaping their understanding of the need to increase their speech capabilities.
One of the important types of intrinsic motivation is instrumental motivation. This motivation arises in the formation of a positive attitude of students to specific types of work. The teacher does not always have to introduce students to the language material, since they can often cope with this on their own, with the help of additional material for the textbook, a dictionary, a grammar and lexical guide compiled specifically for schoolchildren. The main task of the teacher is to manage the independent activities of students. For this you need:
Firstly, to determine the goal to which students should come, in the course of getting to know this or that linguistic phenomenon; secondly, to promote, with the help of special techniques, the concentration of students' attention on the essential, main features of the studied language material. To teach children appropriate methods of mastering foreign language reading. When reading the text, students should follow the following rule: cover the whole, which helps to clarify the details, reduce the degree of ambiguity, understand the general meaning of the text. To do this, you need to use bright headings, figures, tables, diagrams that accompany the text and create a visual information structure of the text.