Kokand state pedagogical institute named after mukimi faculty of foreign languages

2.4 Factors that reduce the need to learn foreign languages

Currently, foreign language teachers have a problem when a student who learns a foreign language well can get lost when he finds himself in a situation of natural society in a foreign language. At the same time, the student can cope well with the communicative task if the teacher simulates it in the classroom in advance. But, in real communication, it is difficult for a student to show their language knowledge, skills, and abilities, since there is a so-called. the language barrier.

Why do some people learn the language for years and do not begin to speak it, while others acquire the ability to speak after just a few lessons? The point is that some easily overcome the language barrier, begin to speak and improve these skills. Others run into this barrier and cannot move from words and rules to speech. You can always learn words and rules, but not step over the language barrier.
The emergence of a language barrier is due to many reasons. These include: lack of interest in learning a foreign language, inability to independently overcome linguistic difficulties, which is expressed in unwillingness to self-control. Also, low self-esteem lack of imagination; emotional instability; unsuccessful organization of educational activities; ignorance of cultural special communication interlocutor, etc. (Zimnyaya I.A., Kitaygorodskaya G.A., Leontiev A.A., Leontovich O.A., Ter-Minasova S.G., Chaplina E.I. and others).
The points of view of teachers and psycholinguists are unanimous in the following opinion: language barriers are what prevent a person from successfully learning a foreign language. They can be both external and internal.
External barriers are objective, which most often can arise in front of a person, regardless of his motivation. For example, when a person cannot find for himself an appropriate teaching method that would meet his goals or needs. In order to overcome these barriers, specific organizational efforts are needed.
Internal barriers are subjective, overcoming them is much more difficult and takes longer, because they are born inside ourselves, and their reasons are most often very deep in your subconscious.
The very first and main barrier that needs to be overcome in the first place when you start learning a foreign language is that you need to overcome the initial fear of learning a foreign language. Usually such barriers appear in people who begin to learn a foreign language as adults. Such fear is most likely associated with insecurity and fear of failure. The main fear during communication in a foreign language for the majority is the fear of making a grammatical error. Although, we can quite easily make grammatical errors even speaking our native language. Sometimes we deliberately make a mistake for stylistic purposes, and this does not interfere with our communication at all.
In the modern era of telecommunication technologies, it is obvious that only linguistic knowledge, which is only theoretical language material, is not always sufficient for successful communication. Using only them, and not owning other speech skills, we use a "dead" language. This phenomenon is the most common problem among students who study this subject in the traditional way.
To solve this problem, it is necessary that the teaching of a foreign language in our country be more communication-oriented and focused on real everyday communication, which involves the exchange of information and emotions. Such communication is quite difficult to implement practically because it involves some kind of looseness and enjoyment from the very process of communication. Our students and teachers in educational institutions cannot do this due to educational standards and school programs.
The very process of learning a foreign language is closely related to didactic and pedagogical aspects, only because in such a process we teach or try to learn speech, communication and communication.
Teaching communication in a foreign language cannot become more effective if it is considered only from the point of view of a “dry” method. Based on all of the above, we can say that the psychological aspects of language teaching can determine not only the goals and objectives of learning, but also the motivation of students. Therefore, the study of a foreign language affects the individual, intellectual and general cultural development of a person.
Different age groups of students can express learning motivation in their own way. In order to understand the specificity of the motives of students of different ages, it is first necessary to compare them with the special features of each age in general.
Usually there are three main periods for schoolchildren: primary school age 7-10 years old, elementary school (grades 1-4), adolescence, or middle school age, 10-15 years old, secondary school (grades 5-9), senior school age 15-17 years old, high school (grades 10-11).
For all these age groups, learning motivation has its own distinctive features. Therefore, in order to track the dynamics of the development of learning motivation, it is necessary to study the motivation in the following “testing” age groups: grade 4, grade 6, grade 8 and grade 11.