Мирзо улуғбек номидаги ўзбекистон миллий университети қиёсий тилшунослик кафедраси йўналиш: Хорижий тил ва адабиёт (инглиз тили) ильхомова ирода хикматжон қизи «Чет тилларни ўқитишда вазифаларни ишлаб чиқиш ва бахолашнинг ахамияти»

2.4. The role of motivation in teaching foreign languages
The issue of motivation is extremely important in the process of teaching a foreign language. Motivation is of particular importance for all human activity, including cognition. It is noteworthy that at the first stage of learning a foreign language, schoolchildren, as a rule, are highly motivated. They want to express themselves in a foreign language, read, learn about other countries. But in the process of mastering this rather painstaking activity, the attitude of students changes. After all, this process involves a period of accumulation of knowledge, skills and abilities; overcoming difficulties, which postpones the achievement of goals. Motivation decreases, counter activity disappears, will weakens, academic performance decreases, which, in turn, negatively affects the motives of learning.
Motivation is one of the fundamental problems of both domestic and foreign psychology. The complexity and multidimensionality of the problem of motivation determines the multiplicity of approaches to understanding its essence, nature, structure, as well as to methods of its study (B.G. Ananiev, S.L. Rubinstein, V.G. Aseev, J. Atkinson, L.I. Bozhovich, K. Levin, A. N. Leontiev, A. Maslow, P. M. Yakobson, K. D. Ushinsky, L. S. Vygotsky, E. P. Ilyin, A. K. Markova, V. N. Myasishchev, A.B. Orlov, T.A.Matis, M.V. Matyukhina).
In psychological science, to date, there is no common opinion in understanding the essence of motivation and its role in the regulation of behavior, nor in understanding the relationship between motivation and motive. In many works, these two concepts are used interchangeably. In accordance with the concept of A.N. Leontiev, who owns one of the most formalized theories of motivation, motives are considered as objectified needs, meaning that objective, what this need is concretized in the given conditions and what the activity that prompts it is directed to. The essence of A.N. Leontiev considers it to be an object that meets a given need²⁶.
There are different points of view on the problem of determining the motive. L.I. Bozovic understands motives as the inner position of the individual. P.M. Jacobson defines motive as an incentive that leads to the commission of an act. A.G. Kovalev analyzed the problem of motives in connection with the needs of the individual. Analysis of various definitions of motives indicates that the majority of authors are characterized by unity in the main thing - the understanding of the need-based nature of motives. In the psychological literature, there are various approaches to the classification of motives. G. Rosenfeld considers three aspects of motivation: value, purpose and direction. L.I. Bozovic established that learning activity is stimulated by two types of motives: the first are associated with the content and process of learning; the second are determined by the system of relations between the child and the surrounding reality. Later, the classification of motives was given by P.M. Jacobson, who singles out the types of motivation associated with the results of learning and generated by the entire system of relations in society. Based on the classification proposed by L.I. Bozovic and P.M. Yakobson, M.V. Matyukhina identifies the following groups of motives: a) motives inherent in the educational activity itself, b) motives associated with an indirect product of learning.
Regarding motivation as the most important spring of the process of mastering a foreign language, ensuring its effectiveness, one should keep in mind the following: motivation is a side of the student's subjective world, it is determined by his own motives and ideas, realized by him needs. Hence all the difficulties of calling motivation from the outside. The teacher can only indirectly influence it, creating the prerequisites and forming the foundations on the basis of which students have a personal interest in work.
The teacher must imagine the entire arsenal of motivational tools, all types and subtypes of motivation and their reserves. Then it will be possible to accurately correlate the content of the educational process along its entire length with the corresponding types of motivation. Let us characterize the existing types of motivation that provide interested learning. Psychologists, studying the nature of the incentive forces and the ways of their regulation in teaching, have established the diversity of the motivational sphere of a person.
First, it can be influenced by social motives determined by the needs of society; they constitute extrinsic motivation. Extrinsic motivation comes in two flavors: broad social motivation and narrow-minded.
The broad social motivation of P.M. Jacobson believes that the prospect of participating in various youth forums can become the basis for students to master a foreign language.
The second type of external motivation is narrow-minded. It defines the attitude towards mastering a foreign language as a way of self-affirmation, and sometimes as a path to personal well-being. A fairly wide range of moral plans is possible here: from civil motives to narrowly egoistic ones. For example: "I want to be a translator: this is prestigious" (but also "This is a useful activity that contributes to the establishment of mutual understanding"). "I want to work in a representative office of a foreign company: this is a well-paid job." But there may be negative motivation: "I do not like a foreign language, but my relatives think that it will be useful to me; they themselves regret that they poorly mastered it, and would not want me to repeat their mistakes."
External motivation, as a rule, is distant, or distant, motivation designed to achieve the final result of learning. However, its stimulating effect on the learning process can be quite strong. At the very beginning, and sometimes even before learning a foreign language, it aims students at a "super task".
Secondly, the nature of the activity as such can also affect the motivational-incentive sphere of a person. This is the so-called intrinsic motivation. It is often called procedural motivation. This motivation is close and relevant. Therefore, the entire educational process should be structured in such a way that students at every level feel the joy of meeting the needs specific to the subject "foreign language". These needs correspond to the following types of internal motivation proposed by the psychologist S.T. Grigoryan: communicative, linguo-cognitive and instrumental. The communicative type of intrinsic motivation can be called the main one, since communicativeness is the first and natural need of students studying a foreign language²⁷.
However, despite the clearly expressed desire for communication on the part of students, it is this type of motivation that is most difficult to maintain. The fact is that when mastering a foreign language in the atmosphere of the native language, a foreign one appears as an artificial means of communication. And the so-called "natural situations" used in teaching are, in essence, artificial. That is, communication in a foreign language in the classroom is mainly conditional, and this brings it closer to stage communication, therefore it is important to appeal to the imagination of schoolchildren, to their imagination, to the game. The teacher should constantly encourage students to reincarnate.
The starting point for the emergence of motivation is to familiarize students with the objectives of the lesson and their acceptance by students. The very formulation of the tasks of the lesson should appeal to the children, open up a clear speech perspective for them. The formulation of the problem depends on the level of education, age and psychological characteristics. For example, in 2nd grade, when students begin to learn English, words such as "play", "build", "fantasize", "solve riddles", which involve playing moments in the lesson, should be used for the wording. The content of the lesson, like its objectives, must also be accepted by the students. This can be accomplished by strengthening personal orientation.
The desire to learn is very closely related to the emotional side of our personality. An important point contributing to the challenge and maintenance of communicative motivation is the organization of the lesson. I would like to dwell on some interesting aspects of organizing a lesson that contribute to the development of communicative activity. Game exercises allow organizing purposeful speech practice in foreign language lessons, training and activating the skills and abilities of monologue and dialogical speech, various types of interaction between communication partners, the formation and formulation of various types of statements (descriptions, messages, information, evidence, expression of opinion, consent, etc. etc.).
Usually the lesson begins with a speech warm-up, game exercises that can be used to activate foreign language communication. Game exercises already at the very beginning of the lesson set the children up for further, active speech activity. But, so that this interest does not fade away, most of the exercises in the lesson should be given a playful character, especially if they are related to memorizing and training speech patterns on a certain topic, which in itself is a rather boring exercise. Psychotechnical games are interesting in this regard. Their main functions in teaching a foreign language are: creating in students the internal visualization necessary for presenting a certain situation in a training lesson; intensive training in the use of the studied lexical and grammatical material. Here are examples of psychotechnical games that you can use in your English class.
"Moving objects". Pupils are invited to remember 5-10 objects of different weight and imagine that they are carrying, moving, shifting. At the same time, they should comment on their actions, ask others to help them, not interfere, give advice, etc.
"Imaginary situation". The teacher asks the children to imagine that they are walking along a noisy, crowded street, and try to visualize what is happening around only by the sounds of the sounds, and describe all the events in English, as well as listen to the steps of individual passers-by and draw an external the sight of a passer-by, guess where he is going, what his character is, what his tastes are, with whom he is talking, etc.
"Remember the movements." The teacher offers to follow the movements of his hands and memorize. He simulates various actions, commenting on them (sewing, cooking in the kitchen, washing, etc.). Then the trainees explain the teacher's movements; they must be able to quickly switch from one group of movements to another and react to these switchings in their foreign language.
"Object in a circle". The playing students pass an object to each other, for example, a book. Passing it to a neighbor, each participant must name an object, for example: "This is a hat." The player must describe the object and explain his actions with it, and then pass the book to the next player, naming the new object.
You can use other games that are not psychotechnical.
"Fantastic animal". The student draws on the board those parts of the animal's body that other players call.
"Continue the story." One student starts telling a story, another continues, and so on. The stories can be real or implausible and relevant to the topic being taught.
This allows students to write an unlikely story about space flight. Then portray this story in pictures. Each child received a specific task: to describe in detail the nature of the planet, the inhabitants of the planet, etc. Someone painted, someone edited. The result is a kind of book²⁸.
In order to be a motivated student, at least from time to time, you need to experience success. That is, to see that the efforts they make are beneficial and pay off with interest. However, in order to learn successfully, the teacher must determine the main parameters: how students perceive information better (by ear, visually, when solving specific problems, etc.); how new information is remembered (through repetition, impression, association, building connections, note-taking, grouping data, etc.); it is important to teach students to use different intellectual operations. Under the intellectual operation we will understand the conscious mental actions associated with the cognition and solution of tasks facing the individual (academician V.D. Shadrikov). The most typical perceptual techniques for school age are: associations, grouping by visual signs, grouping by semantic features, allocation of a reference point, recoding, completion, structuring, schematization, ordered scanning, serial organization of material; mnemonic methods of information processing: grouping, strong points, classification, analogies, etc .; in thinking: juxtaposition, comparison, analysis, synthesis, generalization, clarification of the functional meaning, etc.
Avoid blind memorization. Teach understanding and finding meaning. Whether we like it or not, our brains are trying to understand new information and make meaningful connections with what we already know. In other words, the brain identifies, evaluates and "writes" new material, the corresponding section of the "database" of our memory. Unconscious repetition and cramming are capable of not only quenching motivation, but also ultimately instill a disgust for learning. Therefore, always try to keep in mind the larger context of the topic you are considering. Learn new words thematically as well as in the context of sentences. When considering the material, try to find meaning. It is important to see the logical sequence and patterns characteristic of the rule. Concentrate on the essentials, don't pay too much attention to minor details. When reading the text, try to follow the main idea. Even if some of the words are not clear, try to determine the possible meaning of the word based on the context of the passage. Check if the students have formed a big picture. Do they see the particular in the context of more. Each task must be clear to the student. There is no point in the task - there is no point in completing it.
The formation of motivation for the teaching of schoolchildren in the process of learning English can be carried out under the following conditions:
- active involvement of each student in the process of joint educational activities in the classroom of English;
- creation of a favorable psychological climate in relationships with peers and a teacher;
- the integration of play and learning activities, which assumes their interpenetration in the process of building and organizing the plot of the game and the game action, when the main structural components are filled in content with elements of learning activities;
- providing a meaningful plan for foreign language speech activity, which meets the personal characteristics of students;
- Creation of emotional and meaningful support, contributing to the inclusion in the general work of the class and the reduction of anxiety.