Analysis of factors influencing the success of mastering a foreign language in terms of organization of schoolchildren’s independent work

Аннотация

This article examines key psychological and pedagogical factors that influence the success of mastering a foreign language during schoolchildren's independent work. The study emphasizes the role of motivation, the organization of learning environments, and the application of person-oriented teaching approaches in fostering students’ communicative competence and intercultural communication skills. Кeywords: foreign language learning, independent work, schoolchildren motivation, communicativecompetence, psychological-pedagogical factors. Currently, it is relevant to improve the efficiency and quality of teaching foreign languages in the framework of organization of schoolchildren’s independent work. Language training process should be structured in such a way as to orient future specialists to the ability to freely navigatethe information space andcommunicate, including at theintercultural level. Questions about the requirements for language training of specialists at universities are actively considered in the works of scientists E.A. Loktyushkina, I.V. Zhuravleva, T.V. Sidorenko, I.P. Khvostova, S.V. Ryabushkina. The internal system for assessing the quality of education in a modern school reflects the ideas of the competency-based approach of scientists A.G. Bermus, I.A. Zimnyaya, O.E. Lebedeva, A.V. Khutorsky, M.A. Choshanov. Recently, great importance has been given to the principle of intellectual activity in the educational process when teaching foreign languages (Kitaygorodskaya G.A., Rabinovich F.M., Rogova G.V.). Scientists Panyushkina O.A., Gusevskaya N.Yu., Lapytova E.R. in theirresearch they raise an important question about the importance of foreign language education, which should provide students with a level of language knowledge at which they can freely participate in intercultural communication. The success of professional intercultural communication will depend on how well the specialist speaks a foreign language. First of all, the new requirements for the language training of a specialist imply the need to improve the language abilities of students and, consequently, increase motivationto learn aforeign language. Modern didactic literature describes many classifications of methods and techniques for teaching a foreign language at a school. Scientists Bim I.L., Passov E.I., Shchukin A.N. consider thecommunicativemethod as themain method of teaching aforeign language. Currently, school teachers are faced with the real problem of finding ways and opportunities that would ensure students’ successful use of a foreign language in their future professional field. Foreign language communication is becoming an important element of the professional activity of specialists, which means increasing the role of the “Foreign Language” discipline in a school, which has a communicative and professionally oriented nature. Ideas of a person-centered approach developed by Bim I.L., Zimnyaya I.A., Yakimanskaya I.S. are widely used when studying a foreign language at a school. With this approach, it is necessary to take into account the personality of each student, the level of his knowledge, skills and abilities at each lesson. Samarkand State Institute of Foreign Languages 305 ILMIYVAPROFESSIONALTA’LIMJARAYONIDAMULOQOT,FANVAMADANIYATLAR INTEGRATSIYASI High efficiency of teaching a foreign language at a school is a necessary moment in the formation of a specialist of any profile due to the fact that a qualified specialist must speak a foreign language to a fairly high degree. Awareness of the need to speak at least one foreign language has gradually strengthened in our society. For any specialist, if he wants to succeed in his field, knowledge of a foreign language is vital. Therefore, preparing school students for business foreign language communication is acquiring significant importance in modern conditionsand isan integral part oftheprofessional training ofa futurespecialist. The main goal of teaching a foreign language at a school is the formation of communicative competence. Teaching foreign language communication at an is associated with a number of limitations, including the small number of hours allocated by the program for studying a foreign language, and the fact that communication is mainly educational. In the absence of the need to communicate in the target language, i.e. when mastering a language outside the language environment, “communication” comes down to understanding and reproducing some typical, situationally determined language cliches. As a result, the lack of active oral practice, sufficient individualization and differentiation of learning is the main obstacleto theeffective mastery of foreign languagereality [1,p.10]. Studying a foreign language requires the expenditure of great effort and energy, as well as daily, systematic work, which, in principle, students cannot afford, being busy studying other specialized subjects. In addition, students entering the school are not psychologic