Русский
Oʼzbekcha English
Университет Образование Научно-инновационная деятельность
Международная деятельность Студенческая жизнь Прием 2022 SDG
Русский
Oʼzbekcha English
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Аметова Ойшаджон Розматовна

Darajasiz
Статьи

ВЛИЯНИЕ ИНТЕГРАТИВНОЙ МОТИВАЦИИ И ИНСТРУМЕНТАЛЬНОЙ МОТИВАЦИИ НА ИЗУЧЕНИЕ АНГЛИЙСКОГО ИНОСТРАННОГО ЯЗЫКА

Abstract
The issue regarding which motivation has greater influence among students has been a true concern for foreign language researchers over the past decades. The present article strived to identify and analyze whether instrumental or integrative motivation has greater influence on the process of learning the language for English as Foreign Language (EFL) students. According to this purpose, first, 20-item motivational questionnaire and open-ended questions concerning which language skills are challenging for students were developed. Second, two students studying at the Tashkent State University of Law were chosen as the subjects of the investigation. Third, the investigator administered the questionnaire to the selected participants and requested them to complete it. Finally, the researcher analyzed the collected data of the research. The findings of this article indicate that the altitude of instrumental motivation of EFL students is superior in comparison to integrative motivation and instrumental motivation mostly affects the students’ foreign language learning process. According to these findings, certain recommendations are proposed to motivate students to learn English.
Keywords: instrumental motivation, integrative motivation, EFL, cognitive variables, goal-oriented strategies and motivational concepts.

ПОВЫШЕНИЕ НАВЫКА ЧТЕНИЯ УЧАЩИХСЯ С ИСПОЛЬЗОВАНИЕМ ОЦЕНЕННЫХ ЧИТАТЕЛЕЙ

The article is devoted to the main points in teaching reading in a foreign language, considering
some ways of developing reading skills. Reading is a process of thinking: the reader approaches the
interpretation of texts with his baggage of knowledge and experience, which explains the unequal
interpretation of the meaning of the same text by different readers. In the course of teaching to
read, students try to exchange their thoughts about what they have read, learn to ask questions. The
teacher, in turn, acts as a kind of mediator between students and the text.
At the same time, you need to read more for your own pleasure, with the opportunity to discuss
what you read with people who are able to competently recreate the language models necessary in
learning a foreign language. Apply interactive lessons that target specific reading skills with the
ability for students to express their thoughts.
Key words: Teaching to read in a foreign language, mastering reading and writing skills, language
models, vocabulary, reading speed.

ОПЫТ ЗАРУБЕЖНЫХ ВУЗОВ В ОРГАНИЗАЦИИ ЭЛЕКТРОННОГО ОБУЧЕНИЯ

This article analyzes the e-learning that is becoming increasingly prominent in tertiary education. Rationales for its development are wide-ranging, complex and contested, including widening access, pedagogic innovation on-campus, enhancement of distance learning, organizational change, knowledge-sharing and revenue generation.