Akademik Məlumat İdarəetmə Sistemi
TOKYO 7TH INTERNATIONAL INNOVATIVE STUDIES & CONTEMPORARY SCIENTIFIC RESEARCH , no.5, pp.1-6, 2023 (Conference Book)
Linguo-didactic Foundations of Creating Motivation in Students
Azerbaijan State University of Economics
Teacher, Aynur Mehtiyeva, Azerbaijan, Baku
aynur_mehtiyeva@unec.edu.az
mob: +994503304505
orcid.org/0000-0002-5256-4081
Abstract
Language is the most important tool that people use to communicate. Because language is an important means for creating strong connections between the individual, society, and culture. The language learning and teaching process is built on four basic skills. These are listening, speaking, reading, and writing skills. Among these skills, speaking is the most important skill that allows you to communicate your feelings and thoughts. Speaking is an important skill that is often used in both education and social life, and it allows people to communicate with other people in their daily lives. Nevertheless, speaking skills are the longest and most difficult part of students’ learning English. Because the fear of making mistakes when speaking and the possibility of his friends laughing at him prevent him from improving this skill. Therefore, it was not easy to improve the student's speaking ability during language teaching. In order to reduce the student's stress, eliminate fear and create a comfortable atmosphere in the classroom, the teacher should use effective methods and techniques.
Keywords: effective methods and techniques, motivational games, listening, speaking, reading, and writing skills, to communicate.
Linguo-didactic Foundations of Creating Motivation in Students
In recent years, in our country and abroad, we may have noticed the following tendency: the complex of education-related sciences become increasingly interested in learning about the environment which surrounds a human, its role, its potential, and its possible use in education. At the same time, we cannot consider this question to be a new one in pedagogics.
The environmental approach, in which the personal development process is dependent upon the conditions of the surrounding socio-cultural environment, implies that we should analyze patterns and mechanisms of the verbal interaction both generally and pay attention to each separate aspect, through the integration of all the sciences which are directly related to this problem (Vishniakov and Dunaeva, 2017: 4).
Throughout the 20th century, Russian and foreign pedagogic sciences became increasingly interested in learning about the environment which surrounds a human, its role, its potential, and its possible use in education. This approach is based on analyzing the outside environment from the point of view of its influence on students, which, in turn, allows for creating an environment for handling specific pedagogical tasks by wisely using the outside environment’s potential and achieving the process of optimal pedagogical interaction with this environment. Consequently, it becomes possible to determine the basic factors which condition the introduction of Information and Communication Technologies to the educational sphere. Above all, we should mention the change of the educational paradigm towards the system of continuous education; the establishment of the competence-building approach to the student’s professional training in higher educational institutions; the informatization of the educational environment; the reconsideration of the teacher’s and the student’s roles in the educational process. In this context, the theory of environmental dependence and the strategies of using the outside environment potential in the pedagogical process acquires particular significance.
The effectiveness of learning a foreign language in a language environment does not need any justification. The interest in learning a foreign language is due not only to pragmatics but also to general education, with the language environment being a catalyst for its assimilation both as a means of communication and as a means of learning a different culture. In this regard, a majority of foreign language learners prefer to study it in a language environment, either within the framework of exchange education, various internships, and independent trips to a country or in communication with native speakers—teachers, colleagues, friends, acquaintances.
Modern society makes new demands on the formation of personality traits: activity, a high degree of responsibility for the results of the work performed, the ability to analyze one's knowledge, and readiness to independently resolve life's difficulties.
Motivation is considered one of the determining factors in the process of foreign language learning. The problem of teaching motivation appeared when a person realized the need for targeted training of the younger generation and began such training as a specially organized activity. Having arisen, this problem is still, if not the main one, then one of the most important in psychology and pedagogy. The central link in solving this problem is the analysis of the motivation of middle school students for learning activities in the context of certain technologies, specific means, and forms of education. This will help develop recommendations for improving the educational process. The situation is aggravated by the fact that in recent years the school has been making a transition to new forms of education, which will continue for quite a long time.
Therefore, the use of only a knowledge-based approach in the classroom is losing its relevance. From this statement, it should be concluded that modern society requires from graduates not only a large amount of knowledge but how much ability to use and apply the acquired knowledge in practice. Education differs significantly from other activities in that it forms a complex system of interaction between students, teachers, and a number of external factors. Consequently, the success of teaching depends on both pedagogical and psychological factors, one of which is the level of motivational activity of high school students.
An analysis of a typical curriculum allows us to identify the main requirements aimed at achieving certain goals in mastering a foreign language by middle school students:
1) the formation of a multilingual, multicultural personality;
2) development of communicative competence within a certain thematic minimum;
3) increasing motivation and understanding of the importance of learning a foreign language as a means of communication, cognition, self-realization, and social adaptation;
4) formation of educational skills to use bilingual, explanatory dictionaries, information, and communication technologies;
5) fostering a sense of respect and care for the older / younger generation, respect for the environment, and property;
6) introduction to a healthy lifestyle.
In accordance with these goals, the following tasks of teaching a foreign language in the classes should be solved:
1) observe the principle of continuity, consistency, and consistency of the studied material
2) develop the ability to adapt and use language material to solve specific communicative tasks;
3) develop the ability to conduct structural and meaningful dialogues of various types;
4) to form skills for the development of monologue speech;
5) to form and improve the skills of listening to foreign speech, understanding the main content of audio and video texts;
6) develop the skills of all types of reading and understanding the main content of authentic texts of different genres, express their attitude/opinion to the material read;
7) develop the ability to write personal, and business letters, fill out a questionnaire, annotate the material read, and write an essay.
Using motivational games in the classroom is also one of the effective methods. Life is a game, and children first understand the world through play and communicate with their friends through games. Games make the learned language meaningful and useful and help the teacher in this sense. It reduces the student's stress, increases their motivation, and gives them the opportunity to use the language they learn in the environment. At the same time, it encourages cooperation between students. In recent years, the game has become a student-oriented and active learning method in foreign language teaching. Because games entertain students, it is a relaxing and motivating learning method. Examples of motivational games can be puzzles, word games, taboos, who am I, silent movies, role play, story creation, the question of the day, true or false, pyramid, bingo, time machine, etc. It should be determined which game is suitable according to the level and needs of the student. Students' skills and knowledge should be taken into account when choosing a game. The following criteria should be looked for in the game for a good education.
-There is not only just fun.
- should be suitable for the age and level of the student.
- A competitive environment should be created.
- conditions should be created for the student to use the language.
-It should attract the attention of all students and activate them.
-The target language should provide students with an opportunity to learn while having fun.
- It shouldn't be too complicated.
Games are not an activity to fill free time, but rather their educational values are very high. Games are motivating, entertaining and educational. These can be given as follows:
-Motivating and fun.
-encourages students to communicate in a friendly environment.
helps students to use the language in real life.
-allows students to perform a different activity than usual classroom activities.
-helps students gain new experiences by taking more responsibility.
-allows the student to learn words easier and faster during the game.
- students experience different emotions such as happiness, excitement, and surprise in the language they learn.
- students are provided with a comfortable environment to participate in class.
Motivational games are valuable for all language learners because they are applicable to all ages, all levels, and all interests.
While analyzing the formation of communicative competence, we understand that it is the ability and readiness to carry out both direct communication (speaking, and listening comprehension) and indirect communication (reading with an understanding of texts, and writing). A foreign language gives students direct access to the vast cultural wealth of another nation, its traditions, and customs. From this, it follows that a foreign language plays a significant role in shaping the personality of a modern person. However, the problem of developing and maintaining motivation to learn a foreign language at all levels of education remains quite acute, which is associated with the peculiarities of the mental development of school students; that is why the problem of motivation in domestic and foreign psychology and methods of teaching foreign languages is currently given considerable attention.
References
1. Barebina N.S. Language argumentation in the development of learning technologies / N. S. Barebina // Bulletin of the Minin University. - 2013. - No. 4 (4). – P. 9.
2. Voevodina I. V. Problems of intercultural communication between Russia and Europe in the context of the development of academic mobility / I. V. Voevodina, K. Yu. Korolev, T. A. Razuvaeva // Bulletin of the Nizhny Novgorod University of N. I. Lobachevsky. Series: Social Sciences. - 2019. - No. 4 (56). – S. 265–269.
3. Mikuta IV, Kurak GV, Teleshov RI Lexical and cultural orientation of French language proficiency as a condition for successful academic mobility // Bulletin of the Novosibirsk State Pedagogical University. - 2018 - T. 8. - No. 6. - S. 216–235.
4. Sergeeva L. V. Actual aspects of educational migration in Russia and abroad. / L. V. Sergeeva // Successes of modern science. - 2016. - T. 2. - No. 8. - P. 64–69.
5. Triandis G. K. Culture and social behavior / G. K. Triandis. - Moscow: Forum, 2007. - 382 p.
6. Culture shock: A reader in modern cultural anthropology / Ed. by Philip K. Bock. – New York: Knopf, Cop. 1970. - XII, 379 p.
7. Oberg K. Culture shock: adjustment to new cultural environments / K. Oberg. – New Mexico, Practical Anthropology. - 1960. - No. 7. - P. 177-182.