MOTIVATION AS A TOOL OF LEARNING FOREIGN LANGUAGES

Аннотация

Motivation in teaching is one of the foundations of successful mastery of the subject. In this article, the author examines the approaches of domestic and foreign specialists in the field of psychological and pedagogical aspects of teaching foreign languages. Motivation to study English in educational establishments is defined as a transitional concept, that is, it depends on both the students themselves and the teacher. The paper focuses on ways to form and maintain students' interest in the English language. The author pays attention to both the psychological features of the teacher's work with students, as well as types of tasks that contribute to increasing the motivation of students. Keywords: motivation, tool, learning, foreign, language, teaching, methodology. МОТИВАЦИЯ КАК СРЕДСТВО ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ Аннотация. Мотивация в обучении является одной из основ успешного овладения предметом. В данной статье автор рассматривает подходы отечественных и зарубежных специалистов в области психолого-педагогических аспектов обучения иностранным языкам. Мотивация к изучению английского языка в учебных заведениях определяется как переходное понятие, то есть зависит как от самих учащихся, так и от преподавателя. В статье рассматриваются способы формирования и поддержания интереса учащихся к английскому языку. Автор обращает внимание как на психологические особенности работы учителя с учащимися, так и на виды заданий, способствующих повышению мотивации учащихся. Ключевые слова: мотивация, инструмент, обучение, иностранный, язык, обучение, методика. The most effective way to maintain motivation can be considered training built around intrigue and problematic issues. Also the necessity of students' autonomy in the educational process is substantiated in order to develop students' activity and independence. Strategies for forming and maintaining interest in acquiring knowledge can be successfully applied in the practice of teaching foreign languages at a university. Motivation is one of the most important factors in successful learning, and teachers often discuss how they know how to motivate their students. What does this mean? Some try to increase interest in the discipline being studied by making certain demands; someone expresses dissatisfaction with the failure of students, others remain calm; some talk to a group, others to an individual student. Which strategy is more effective? Referring to the educational process, where one of the important components is educational motivation and the motive of teaching, it is appropriate to define these concepts. The motivation of learning is a system of goals, needs and motives that encourage a person to acquire knowledge, skills and methods of cognition, to consciously relate to learning, to be active in educational activities. The motive of teaching is the orientation of the student to various aspects of educational activity, the motivation for active and independent mastery of knowledge and skills. The motive from a psychological point of view is a multidimensional phenomenon. Therefore, it cannot be interpreted 5 83 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 5 / UIF:8.2 / MODERNSCIENCE.UZ unambiguously, since it is only one of the types of motives, along with needs, goals, aspirations, interests and intentions. Next, we will focus on the most influential studies of foreign authors in the field of motivation to learn foreign languages. As it is known, social and cultural factors have an impact on learning a foreign language. Given this fact, Robert Gardner he proposed the most influential theory about motivation to learn a second foreign language. In it, the scientist highlights socio-psychological aspects, since the attitude of students to the language being studied and the community speaking this language strongly influences the desire to learn a particular language. The coexistence of various linguistic (English and French) communities in Canada drew the researcher's attention to the importance of integrative motivation, which implies the desire of students to learn a foreign language based on positive feelings towards a group of people, in particular which is spoken in this language. Gardner also defines instrumental motivation – when a language is studied based on practical considerations, for example, because of the opportunity to get a better job, a high salary or pass an exam. An important addition to Gardner 's concept can be considered the concept of “linguistic self-confidence", introduced by Richard Clement. This term is interpreted by the authors as confidence that a person is able to achieve the set results, achieve goals and competently perform the proposed tasks. Another significant idea about the structure of educational motivation belongs to American psychologists Edward Desy and Richard Ryan. In they created the theory of intrinsic and extrinsic motivation, argues that students intereste