Ургенчского филиала Ташкентского университета

To the question about the self-esteem of students when learning a foreign language
Хужаниязова Гузаль Юлдашевна, преподаватель;
Жумабаев Дилшодбек Нормат угли, студент
Ташкентский университет информационных технологий, Ургенчский филиал. Узбекистан
Языковой портфель повышает мотивацию обучающихся, их ответственность за результат учебного 
процесса способствует развитию осознанного отношения к результатам обучения. Использование языко-
вого портфеля помогает конкретизировать цели обучения иностранным языкам, помогает, исходя из само-
оценки обучающегося, его мотивации и потребностей, корректировать содержание обучения, находить ин-
дивидуальный подход к учащимся.

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51
“Young Scientist” .  #29.3 (133.3) .  December 2016
Ключевые слова: анализ, обсуждение, ролевая игра, языковой портфель, мотивацию, культурологические 
аспекты, межкультурная интерференция, аудирование.
Language portfolio increases the motivation of students; their responsibility for results of educational process con-
tributes to the development of a conscious relationship to the learning outcomes. The use of the language portfolio helps 
to concretize the objectives of foreign language teaching, helps, based on the self-esteem of the student, his motivation 
and needs to adjust the content of training, to find an individual approach to students.
Key words: analysis, discussion, role play, language portfolio, motivation, cultural aspects, cross-cultural interfer-
ence, listening.
C
urrently, there is an increasing need in the training of 
specialists in one area or another foreign language for 
the purpose of professional use in connection with the glo-
balization of the modern society and the accompanying pro-
cesses, expansion of international ties and contacts of rep-
resentatives of different cultures. This leads to the need to 
focus on such things as raising the status of the student in 
the process of education and awareness of the student of 
personal responsibility for the results and outcome of the 
training that contributed to the emergence of the so called 
«portfolio», or portfolio which is the official certificate of 
competence knowledge of a foreign language. In the paper 
departs from the «common European framework of refer-
ence for languages: learning, teaching, assess». «Portfolio» 
is a document indicating the level of proficiency in a foreign 
language, regardless of where and how it was studied (in a 
group, with teacher or individually) [1] «Portfolio» (the Eu-
ropean language portfolio consists of 3 parts: 1) language 
passport; 2) the language biography; 3) file. With the help of 
the developed questions, tables and self-assessment of lan-
guage skills in the student has the opportunity to write what 
he knows and can do and what else he would like to be able 
to do, i. e., the student determines the level of their achieve-
ments in reading, speaking, listening, writing level А1до 
level C2. This kind of activity in the learning process, the 
teacher gives a subjective view about their success, i. e. along 
with the self-assessment language portfolio provides an as-
sessment of the level of proficiency of the teacher: the stu-
dent is able to compare and discuss teacher personal views 
on their successes and impressions of the teacher. Consider 
the position C1 «speaking dialogue»: the student should 
assess whether he knows how spontaneously and fluently, 
without experiencing difficulties in finding words to express 
their thoughts; to determine the difference between his 
speech with the variety of language means and accuracy of 
their use in situations of professional or everyday communi-
cation; does it accurately articulate their thoughts and ex-
press their opinions, to actively support the conversation; to 
identify whether it is to participate freely in any discussion 
and debate, possessing idiomatic and colloquial expressions 
to express fluently and to express all shades of meaning; 
and in the event of difficulties in the use of linguistic tools, 
be able to quickly paraphrase his statement [2]. It is ob-
vious that such introspection and self-control necessary to 
have appropriate practice. The real opportunity for learning 
self-awareness is, in our view, the phase of reflection, role-
playing, e. g., the organization of role-playing situations 
after viewing the video.
The use of video lessons plays a vital role in teaching for-
eign languages. With their help, improve pronunciation 
skills of students, particularly rhythm, melody, intonational 
making a speech, developing phonemic hearing and in-
creases the amount of auditory memory. Videos contribute 
to the development of skills in listening, expanding its range, 
which in turn has a positive effect on the development of 
reading and speaking, as well as contribute to the creation 
of a favorable psychological climate in the classroom, as stu-
dents relate to the video more as a means of entertainment 
than as a learning tool.
Modern videos are presented in such a way that the entire 
video is divided into several segments (3–4 min.), each frag-
ment is demonstrated twice. Snippets of video interspersed 
with text explanations in a foreign language.
Experience shows that video plays a leading role in the 
transfer of nonverbal components of communication: ges-
tures, facial expressions, style of dress, and is a powerful 
means of forming intercultural communicative competence.
When working with video great importance of the prepa-
ratory stage before watching the movie in a foreign language, 
organized by the teacher. Unfortunately, many students ex-
perience language difficulties, as well as intercultural percep-
tion prevents interference. Therefore, students need to pre-
pare in advance to watch the movie. The task of the teacher is 
to remove the language difficulties and to explain cultural as-
pects that impede the perception. It is necessary to prepare 
comments, the vocabulary, to introduce the students to the 
explanation of some phenomena of culture that can be inter-
esting for them. Of course, a similar preparation to the lesson 
requires a lot of time and attract a large number of sources.
The stage before viewing the video is the amount of in-
formation necessary for the perception, interpretation and, 
in the final stage, an adequate understanding of the film. At 
this stage, great importance is given to work with unfamiliar 
vocabulary. In this case, vocabulary can be divided into 3 
groups:
1) Proper names and place names.
2) Unfamiliar words, without knowledge of which the text 
is impossible to understand.
3) International words whose meaning is easy to under-
stand by context is usually new vocabulary is studied orally 

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