The issue of increasing the motivation, preservation and development of children interest in the subject “foreign language” pays great attention, both in psychology and in the methodology of teaching this subject. The complexity and versatility of many methodists emphasize and in accordance with this offer a variety of approaches to solving this problem. Solutions are associated with:
1) the creation of a specially developed system of exercises, performing which students would feel the result of their activities;
2) the involvement of the emotional sphere in the learning process;
3) the nature of the pedagogical influences of the teacher, in particular the presence of incentives and reinforcements;
4) the use of audiovisual equipment in the classroom;
5) the use of personal individualization;
6) developing a system of extracurricular activities that strengthen the motivational side of language learning.
Also, thanks to the observations, one can say that the increase in motivation goes through:
1) the involvement of students in independent work at the lesson;
2) the problem of tasks and situations;
3) control of knowledge of skills;
4) use of cognitive games;
5) country study material and, of course, the friendly attitude of students.
According to psychological studies of motivation and interest in teaching a foreign language, teacher's efforts should be aimed at developing the internal motivation of students' teaching, which comes from the activity itself and has the greatest motivating force. Intrinsic motivation determines the attitude of schoolchildren to the subject and ensures progress in mastering a foreign language. If the student is encouraged to engage in the activity itself, when he likes to speak, read, perceive a foreign language by ear, learn new things, then we can say that he has an interest in the subject “foreign language” and conditions are provided for achieving certain success. From the above, we see that currently there is a sufficient amount of research in psychology and methods of teaching foreign languages, allowing them to be used in further searches for a solution to a problem and to carry out a value approach in its consideration. In a holistic review of the problem of motivating students to learn foreign languages, researchers proceed from the fact that the following components interact in teaching:
1) The student and how he masters foreign language knowledge, skills and abilities: what motives encourage him to work.
2) The teacher and how he teaches, guided by methodological principles, using the methods, techniques, tools and forms of education.
3) The subject “foreign language” itself — i.e. language and speech units to be memorized by students.
Thus, when forming a positive attitude of schoolchildren to a subject, it is necessary to take into account the factors based on who we teach, how we teach and what we teach.
Language is the most important means of human communication, without which the existence and development of human society is impossible. The expansion and qualitative change in the nature of the international relations of our state, the internalization of all spheres of public life make foreign languages real-life in practical and real human activity. At present, they are becoming an effective factor in the socioeconomic, scientific, technical and general cultural progress of society. All this significantly increases the status of the subject of a foreign language as a general educational discipline and the motivation of learning.
The main purpose of a foreign language is to master the ability of students to communicate in a foreign language. We are talking about the formation of communicative competence, i.e. abilities and readiness to carry out both direct communication (speaking, listening comprehension) and indirect communication (reading with understanding texts, writing).
A foreign language gives students immediate access to the vast spiritual wealth of other people, increases their level of humanitarian education (which is especially important in the context of gymnasium education). Therefore, a foreign language is assigned a significant role in terms of the formation of a personality, a person of culture. [3]
Learning a foreign language implies primary education and an awareness of one’s thinking, i.e. clarification that there are different ways to design thoughts. The learning process, built on a communicative basis, is personality-oriented. Communicative learning is structured in such a way that the context of pupils' activities, their experience, worldview, learning and extracurricular interests and inclinations, their feelings are taken into account in organizing communication in the classroom, while passing topics, emphasis is placed on discussing problems from our society. Students have the opportunity to discuss their affairs and actions, current events in the life of a class, school, city, country, planet, learn to express their attitude to what is happening, to justify and defend their own opinions. Creating a favorable psychological climate in the classroom, taking into account the emotional well-being of each student is an indispensable condition for communicative communication. The atmosphere of goodwill, emancipation, respect for the personality of the student helps students to get rid of psychological barriers, from stiffness, shyness, uncertainty. Communicative learning contributes to the formation of the educational group as a team, helps the formation of personality in the team and through the team. Communicative learning involves the organization of the learning process as a model of the process of communication. Foreign language lessons become communication lessons through communication. Therefore, today, IL like no other subject can contribute to raising the culture of communication. In the process of learning, children learn communication techniques, master speech etiquette, master the strategy and tactics of dialogical and group communication, learn to be speech partners. It is known that the ability to communicate underlies the organization of production and social relations, management and services, all forms of education, family relations. Ia contribute to the expansion of not only philological, but the general outlook of students.
Oriented training can lay the foundation for vocational training (flight attendant, salesperson, transport worker, merchant), thereby increasing cognitive activity. The use of authentic materials increases motivation in learning. The task of linguistic studies is to familiarize schoolchildren with the country of the language being studied, acquaintance with the system of ideological views, ethical assessments, aesthetic tastes that dominate society, the formation of a positive attitude, respect for the country of the language being studied, and the lifestyle of another people. The combination of class and out-of-class work creates conditions for a systematic, consistent and purposeful presentation of regional geographic information, the study of certain aspects of the country of the studied language concerning its culture (historical events, literature, music, visual arts, sports life, theater and cinema, national holidays and traditions, youth organizations, media, environmental issues). [4]
Reference:
1. Makaev H. F., Motivation as the main factor in the preparation of a linguistic competence specialist // Scientific-theoretical journal “Scientific notes of the PF University. Lesgaft. — 2012. — № 12 (94). — P.92–96.
2. Makaev H. F., Motivation as a condition for the formation of specialist language competence // Kazan science. — 2012. — № 12. — Kazan: Publishing House Kazan Publishing House, 2012. — 320 p.
3. Makaev H. F., Profiling foreign language training of students as a factor in increasing motivation for professional and career growth: Monograph. — Ufa: Publishing house UGNTU, 2007. — 112 p.
4. Fufurin T. A., Ways to increase motivation in learning English from students // Humanitarian Gazette. — 2014. — Issue 1.
