Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

REFERENCES: 
1.Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman. -P.246 
2.Harmer, J. The practice of English language teaching. -New York: Longman, 1987. -P.37 
3.Richards, J. C. and Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge 
University Press, 2001. 
 
UDС 81-13 
MOTIVATION OF STUDENTS WHEN LEARNING ENGLISH LANGUAGE 
D. Khaitova, teacher, Tashkent Architecture-Construction Institute, Tashkent 
 
Annotatsiya. Ushbu maqolada ingliz tilini o’qitishda talabalar o’quv motivatsiyasini 
shakllantirish omlillari yoritilgan. 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
40
Kalit so’zlar: motivatsiya, ingliz tili, innovatsiya, nazariya va amaliyot. 
Аннотация. 
В 
данной 
статье 
рассматриваются 
факторы, 
формирующие 
образовательную мотивацию студентов при обучении английскому языку. 
Ключевые слова: мотивация, английский язык, инновации, теория и практика. 
Abstract. This article covers the factors shaping the educational motivation of students in 
teaching English language. 
Keywords: motivation, English language, Innovation, Theory and practice. 
Economic, political and socio-cultural interests directly affect the need for each of its citizens to 
speak at least one foreign language. There are many recommendations that help students of a foreign 
language to easily advance in its acquisition. These include:
- fighting the fear of making mistakes; 
- striving to communicate;
- language practice (recommended with native speakers);
- control your speech and the speech of the interlocutor;
- regular listening and viewing of radio, television and movies in the target language;
- regular reading of books and magazines in the target language;
- speaking with teacher/native speaker;
- the compilation of a dictionary and tables and storing therein material. However, the process of 
learning a language directly depends on motivation. From a psychological point of view, motivation is a 
multi-faceted and complex structure, the complexity of which cannot be described by any of the existing 
theories. Therefore, the concept of motivation should be considered taking into account the 
psychological characteristics of students. Psychologist R.Gardner defines motivation as the degree to 
which a person strives to learn a language because of the desire and pleasure received in the learning 
process. He distinguishes two types of motivation - integrative and instrumental [1].
Integrative motivation can include an emotionally positive attitude and location to the country and 
culture of the language being studied, interest and desire to interact and even become like native 
speakers. A student who has this type of motivation sees the great value of learning a language in the 
possibility of its further use for the spiritual and cultural development of the individual. Instrumental 
motivation looks at language learning from a pragmatic perspective, such as socio-economic 
development and reward.
Language learning is necessary for the student as a tool for passing the exam, access to additional 
information (for example, educational works in a foreign language that can be used when writing 
projects in their native language), and expanding career and business opportunities in certain social 
conditions. Being aware of their strengths and weaknesses, students are motivated by their personality, 
so the teacher needs to correctly balance and feed both types of motivation, while becoming a role 
model.
In addition, the very atmosphere in the classroom should be friendly in which each student will 
feel their importance to the teacher, classmates and the entire learning process, as well as increase the 
desire to express themselves, learn and improve a foreign language. Another important aspect that 
affects motivation is the placement of students. Of course, if the teacher is limited to rearranging desks 
due to their initial fixed location in the classroom, it is necessary to consider options for transferring a 
student to a new place, which sometimes speeds up the pace of the lesson and increases the personal 
performance of each of the participants in the learning process. Regardless of the placement of desks in 
the classroom, you must remember to observe visual contact with your partner, whether it is a teacher or 
a classmate who works with you in a pair or group. Compliance with this requirement is necessary to 
maintain attention in the classroom, for which it is also important to remember about the comfortable 
distance between the desks, which should not be too wide. The sense of achievement of goals is one of 
the important factors that affect the motivation of students.
However, with all the positive aspects of working in the classroom, the teacher should not forget 
to point out and clearly explain the mistakes made when performing tasks. In addition, tasks of different 
levels of complexity help each of the children to feel successful, making an effort and getting a positive 
result. For example, the ability to use their notes, grammatical charts and tables to consolidate the 

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