O‘zbekiston respublikasi xalq ta'limi vazirligi

ENCLOSURES


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BENEFITS OF LEARNING
■ A NEW LANGUAGE I

5.


6.


4.


1.1
2.


3.


Boosts brain power


Improves memory


Sharpens the mind


Enhances decision making


Your first language is improved


Improves academic performance


7.


Increases networking skills


8.
9.
10.1


Provides better career choices


Enhances ability to multitask


Keeps the mind young and active


JS» adams academy

What similarities and differences are there in the two processes?

Second Language Acquisition
To Think About:
Think about a baby acquiring his first language. Think about a person acquiring a second language.




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SUPPORTIVE PEERS

MOTIVATION

OPPORTUNITY

V
Л r 1 CHALLENGE

GOAL

IZz
▼

REWARDS
*

t
DETERMINATION

* .
ENCOURAGEMENT




> M
FRIENDLY
ENVIRONMENT







ANSWER

number 5

from 25.




How many times can you subtract the






Motivation in second language learning

■Are learners, highly motivated because they are successful?

■Are they successful because they are motivated?









What is Motivation?

2.Extrinsic motivation

•Motivation is the psychological quality that leads people to achieve a goal.
Types of Motivation
1 .Intrinsic motivation

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How to Protect Motivation?

• 
  Make the learning experience enjoyable and stimulating
  
• 
  Make the task challenging but achievable
  
• 
  Help learners demonstrate a positive social image and show their strength
  
• 
  Foster learners’ autonomy
  

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Motivation

Need

Willingness to communicate

TASK

TASK

TASK

TASK

Task innovativeness

TOP TEN TIPS TO LEARN A LANGUAGE
■ Understand your Learning Style
Invest in Good Quality Online/Audio Material
GTake Advantage of Free Resources
^/Feed your Interests and Motivations
★ Practice Makes Perfect
0Do Something Every Day
Work All Four Skills
? Be Curious
Атаке Risks
VLove your Mistakes

Communicaid


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TURAEV ALISHER'S SELF STUDY WORKS DURING THE PERIOD OF STUDYING
During the period of studying I could read a book “The Count of Monte Cristo”. I like reading books. It is a significant part of everyday life. I am a real bookworm. I have a big home library. There you can find works of different authors and genres.
I have many favourite books but the most favourite one is the book “The Count of Monte Cristo” written by French author Alexandre Dumas in 1844. It is an adventure novel and one of the most popular works of Alexander Dumas.
The story is about a young man Edmond Dantes who was arrested on his wedding day and imprisoned without trial. Before his arrest he was the first mate of the captain of the ship “Pharaon” He loved a girl, whose name was Mercedes, and his feeling was mutual. However, three men hated Edmond and decided to make him be framed up for treason. They could do that and Edmond was imprisoned. Fortunately, thanks to his fellow prisoner old Faria, Edmond managed to escape and could find the treasure. As rich and mysterious Count of Monte Cristo he was back to France. His aim was to avenge himself on those three men for destroying his life. When I read this book for the first time, I completely agreed with all actions of Dantes. Then I was only 20 years old. However, many years later I read this book one more time. And as a result I would say that sometimes the revenge of Dantes was too severe. I changed my point of view concerning many problems raised in the book. I strongly recommend to my friends and groupmates to read this book.
Also, I succeeded in publishing my article about “ Teaching productive skills” on the official web sitewww.onlaynedu.uz and I was given a certificate of participation in June. Here, you may read my article.
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TEACHING PRODUCTIVE SKILLS
A skill is commonly defined as an ability to do something well or with expertise. In education, skill refers to an ability acquired through planned, deliberate, and systematic effort. Students reach automatically and become skilled after extensive practice. In language teaching, language skills are categorized into two groups: receptive and productive skills. Reading and listening are parts of receptive skills. The productive skills, on the other hand, refers to the skills where the students are invited to produce language in written or spoken forms (speaking and writing) Teaching speaking. There are two approaches in teaching speaking bottom-up (induction) and top - down (deduction) approach. Top-down approach is used for developing dialogue and monologue speech on the base of teaching text thanks which it is possible to use ready information or situation. In turn within bottom-up approach the teachers present linguistic units then students extend speech using them. At the beginning stage bottom up approach is more used. It presupposes stimulus and reaction. Some aims, criteria, and principles are specific to particular disciplines, while others are more general. Scientists typically speak differently than literary critics, philosophers differently than sociologists. In some fields, presentations typically include visual presentations of data or other material, using PowerPoint, overheads, slides, or posters. In other disciplines, the unaccompanied spoken word is more customary. Language styles range from relatively unadorned scientific discourse to more poetic or expressive first person speech. Genres vary as well. Arguments about politics take different shape than arguments about scientific experiments.
While some criteria and genres are discipline-specific, there are also overarching principles of good speaking that are worth teaching learners. One very useful schema is audience, purpose, and occasion. Good speakers should always consider relevant traits of the audience they are addressing- e.g. their knowledge of the topic, level of understanding, interest, expectations, beliefs, and their perceptions of the speaker. Considering these traits will help a speaker to determine what sorts of background material they need to provide, how technical or complex they can be,
38 what arguments are most likely to be persuasive, and how entertaining they need to be to keep the audience involved. In addition, good speakers should be clear about their own purposes- is it to explain? to inform? to argue? to provoke? To move? To entertain? to display their abilities? to establish social connections? Often times speakers have more than one purpose, but clarity about purpose generally determines what will be said. Finally, good speakers should recognize the resources, constraints, and conventions tied up with the occasion of which they are a part- be it a poster session, a job interview, a polarized community meeting, or an academic debate. Speaking was considered an art mastered by learning its principles, studying models, and gaining experience through practice. Learners are most likely to improve if opportunities to speak are accompanied by instruction in basic techniques and consideration of good (or bad) models. This is true whether the oral activity is formal (a podium speech or structured debate), semi-formal (a class or small group discussion), or informal (one-on-one student discussions interspersed through a lecture). Instructors are well served not to just 'turn learners loose' with a speaking exercise but instead to detail the aims of the exercise, criteria distinguishing good and bad performances, and principles the learners might draw upon to guide their efforts.









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