Ministry of higher education, science and innovations of the republic of uzbekistan andizhan state institute of foreign language institute


participating in learning activities. Others are extrinsically motivated by


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participating in learning activities. Others are extrinsically motivated by 
enticements, rewards or teacher-defined objectives. 
The teachers' task is to increase the motivation of learners that they already 
bring into the learning process. Motivational factors, which should always be in the 
spotlight when teachers prepare their lessons. The first factor of influencing 
motivation is that fantasy lessons should be variable and enjoyable and teachers 
should: 
· give sufficient space for pupilsґ activities, which should be funny 


20 -
· direct learning so that it is related to pupilsґ real life 
· use personal dimension 
· give pupils opportunities for expressing themselves and their creativity 
· give pupils opportunities to become enthusiastic about the subject 
· be mindful of having a good relationship with pupils. 
The second factor of influencing motivation is an appreciation what means that: 
· Pupils effort should be often appreciated in the form of marks, praises, 
encouragement etc. 
· Success should be appreciated only when it is achieved. 
The third factor of influencing motivation is the goals what means that teachers 
should: 
· place demands on pupils so that they can achieve the goals 
· set goals so that pupils do not lose the desire to reach the goals 
· motivate pupils by unpleasant consequences if they do not learn 
· assign individual targets and praise pupils when they accomplish them 
· encourage pupils to take responsibility for their own learning 
The fourth factor of influencing motivation is the success what means that: 
· teachers should keep in mind that the level and pace of work have to be 
suitable for all pupils of different abilities 
· each pupil should have such a work programme so that it corresponds with 
his abilities, current knowledge and experience. 
And the last fifth factor of influencing motivation is the sense what means that: 
· pupils should understand the personal benefits that learning brings 
· pupils should be aware of the importance of learning for their success in life 
Pupils' creativity, development of key competencies and motivation are in the 
education a process positively affected by the factors mentioned above. [9.35] 
Children around the world begin to learn English at different ages. Different 
children have their differences, weaknesses, strengths, prefer different learning 
styles. So if we want to characterize the young learner, we have to focus on average 
child. 


21 -
Scott and Ytreberg in their book Teaching English to children divide young 
learners into two groups, because there is a difference between what children of six 
can do and what children of eleven can do. Differences between these children are 
undoubtedly large and the teacher has to be aware of the characteristics of particular 
age group of children, their needs and adapt to these aspects to his teaching style, 
methods and activities. Children under seven, specifically, the five to seven years 
old, belong to the first group. This group is also called "very young learners". The 
second group - young learners are the eight to ten year olds or children between eight 
and twelve. [6.94] 
As said before, pupils of different ages can do different things. There are some 
abilities that pupils can do at their own level. 
Very young learners: 
· learn through hearing real English, the same ways as they learn their native 
language; 
· learn through actions, games, playing, they learn new words naturally; 
· learn through sounds, playing with words and phrases, songs 22; 
· like having fun and need not to be aware of learning a foreign language 
· usually cannot read and write, so they need to learn new words through talk 
and games - are not able to understand grammatical rules, they need to hear lots of 
English, words and phrases so that their grammar will develop on its own.[6.34] 
Children between seven and twelve: 
· usually can read and write or are in process of learning it 
· develop their ability to think - are becoming aware of the real worlds and the 
world of fantasy 
· are able to plan and do the activity in the best way 
· can work with others and learn from others 
· are aware of the importance of reliability and responsibility for the whole class 
activities 
· are able to make the most of reading books in English - can understand very 
simple explanation about how language works 


22 -
· are able to experiment with language, working with language creatively 
· can help teacher with organization of activities. [6.31] 
Generally, we can characterize all young children by these characteristics, they: 
· are developing very quickly as individuals 
· learn in variety of ways, by watching, listening, imitating, doing things 
· are not able to understand grammatical rules and explanations about language 
· try to make sense of situations by making use of non-verbal clues 
· talk in their mother tongue about what they understand and do - this helps 
them learn 
· can generally imitate the sounds they hear quite accurately and copy the way 
adults speak 
· are naturally curious 
· love to play and use their imagination 
· are comfortable with routines and enjoy repetition 
· have quite a short attention span and so need variety. [8.92] 
Teachers of young learners tend to focus on vocabulary and pronunciation the 
most, and these are certainly important areas. However, it is important not to neglect 
grammar in the classroom. It is important that children develop all four skills 
(reading, writing, listening and speaking), and grammar, along with vocabulary, will 
allow them to do this. 
However, it is important to keep in mind that children are often not able to think 
in abstract terms, and are still developing mental concepts. This means they may not 
be able to analyze language through a grammatical perspective. Try to avoid using 
metalanguage (e.g. passive verb, subject, object) and focus instead on what grammar 
can do to achieve communication. [4.77] 

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