Ключевые слова: учебная мотивация, навык, чтение, говорение,
натурные уроки, мои друзья, интересы, методика.
Teaching a foreign language is a complex task. Different situations require
different teaching material, different methods, different activities, strategies and
approaches. Some foreign language teachers have been using the same approach in
their classes for many years and consider it the most successful, the most effective.
Other teachers are constantly looking for new, more effective methods.
The development and formation of learning motivation is one of the main
problems of methodology. Its importance and relevance can be explained by the fact
that it is motivation that primarily determines the tactics and strategy of learning, the
choice of specific techniques and methods of work which are most effective in a
given classroom and at a given stage.
Learning motivation is based on specific communicative needs in professional
and everyday communication, as well as in special knowledge and cognition in
general. Therefore, in the process of forming communicative competence of students
- philologists it is necessary to take into account their present and future
communicative needs - this will lead to an increase in learning motivation and
effectiveness of the learning process as a whole.
Russian language students have better reading and writing skills than listening
and listening comprehension and speaking Russian. All this has led to a special
emphasis on listening and speaking activities in language teaching. The prioritization
of these types of speech activity corresponds to the language learning motivation and
allows for a fuller realization of the communicative needs of the students.
The level of learning motivation in speaking practice classes depends on the
action of many extra-linguistic and linguistic factors. Various classifications are
known in the scientific literature to increase learning motivation in colloquial
practice classes. These are, first of all, the correspondence of the topics and situations
selected for the lesson to the communicative needs of students; abundance of speech
material, its high intellectual potential; emotional and psychological comfort in the
process of learning activities, etc. These factors should be taken into account when
drawing up curricula and materials, when organizing and conducting training
sessions, during each lesson.
Collective form of work gives a good result in maintaining and developing
interest in learning and raises students' learning motivation. The individual approach,
although important, is only a preparatory stage for students to work together as a
group, where communication, conversation and discussion take place, where points
of view collide, arguments are made and memory is stimulated.
Tilshunoslikdagi zamonaviy yo
‘
nalishlar: muammo va yechimlar
364
Let's take a closer look at a few of the types of activities in which collective
work is successfully implemented.
1. Outdoor lessons are conducted with students in the form of a tour of the
institute, neighborhood, library and are aimed not only at first acquaintance with the
location of various academic and scientific units, organizational and household
services and class schedules, but also, mainly, at learning new vocabulary and
phraseology. The aim is to learn new vocabulary and phraseology, formulas of
speech etiquette which are necessary to communicate in the new conditions of life
and study.
The natural atmosphere of such a lesson - an excursion for students who have
just arrived at the institute - contributes to the involuntary memorization of speech
material, the use of which is now a practical necessity for students.
At the beginning of such a lesson, students work on a list of vocabulary,
receive visual materials (plan - scheme of the institute, neighborhood, timetable of
classes); during the tour they repeat the names of departments, faculties,
departments, services, their locations, working hours, etc. Grammatical models
expressing the meaning of place, time, spatial meanings are activated, verbs of
motion are repeated.
At the end of the lesson, students reproduce the guide's story (in whole or in
part) using diagrams, working in groups, in pairs or individually with the teacher.
The trainees may then, at the teacher's request, conduct such a tour on their own for
the students who arrive later in the day.
2. The learning motivation is also significantly increased by introductory
lessons. When preparing and conducting acquaintance lessons, the models of speech
etiquette used in acquaintance situations, vocabulary and phraseology of spoken
topics: "Me and my family", "My friends", "My interests and hobbies", "Russian
language in my life", "How I imagine my future profession", "My country", "My
home town", "The university where I study" are activated. At the same time attention
is paid to the grammatical aspect of these topics, in particular the development and
strengthening of the ability to form question sentences. After preliminary language
and speech preparation, the students get to know each other without the teacher's
help. At the end of the lesson the students talk about their new acquaintances, using
pronoun and verb forms of the 3rd person.
High motivation combined with relaxed communication caused by interest in
the personality of the new acquaintance almost blurs the line between learning and
natural communication and yields tangible results in the accumulation of experience
of communication in Russian.
3. In the context of natural motivation and communication, there is a series of
lessons in which students learn about the geographical, economic, political and
Tilshunoslikdagi zamonaviy yo
‘
nalishlar: muammo va yechimlar
365
organizational situation of different countries, their educational system and their
scientific and cultural achievements. These are exhibition lessons where students
from different national groups play the role of tour guides. Preparing exhibition
lessons takes a lot of extracurricular time, but the results that students get during the
language practice are worth the effort and time invested.
At the end of such a lesson, there is usually a quiz to provide feedback, i. e. to
determine the level of understanding of the stories about the country and to clarify
incomprehensible details.
In the learning process, first of all, the works of writers are used, representing
the modern Russian literary language, its norms and possible deviations from them,
related to the author's task of speech characterization of the characters. It is also
useful and interesting to analyze the language and style of the works of Russian
literature of the nineteenth century to show trends in language development.
After appropriate preparation, students are not only able to read and
understand the content of the story on their own, but also to reveal the features of its
construction, the language of its characters, and to characterize the expressive means
used by the writer. Such education of the fiction text provides rich material for
conversation practice classes, for forming and articulating different points of view
on the work and its artistic features. At the end of the course students may, under the
guidance of the teacher, prepare extended statements on the analysis of one or more
works of fiction.
In conclusion, it should be emphasized that learning motivation is not
something that is once and for all given and comes only from the student. The teacher
plays a major role in creating and enhancing motivation. It is created jointly by the
pupil and the teacher.
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