motivational teaching strategies in teaching foreign

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1624950421.docx qualification paper on the theme: motivational teaching strategies in teaching foreign contents introduction……………………………………………………………………3-7 i. background knowledge about motivation………………………………8-27 1.1. different approaches to understanding motivation……………………..8-11 1.2. an overview of approaches in efl………………………………………12-24 1.3. motivational strategies in teaching english as a foreign language…..25-27 ii. creating the basic motivational conditions and generating initial motivation……………………………………………………………………28-60 2.1. integrative values related to the efl and its speakers………………..28-41 2.2. maintaining and protecting motivation………………………………..42-49 2.3. rounding off the learning experience: encouraging positive self-evaluation…………………………………………………………….……..50-60 conclusion……………………………………………………………………61-62 appendix……………………………………………………………………..63-64 bibliography…………………………………………………………….…..65-68 introduction our children must be stronger, more educated, wiser and surely happier than we are. i. a.karimov (the first president of the republic of uzbekistan) in uzbekistan, in order to improve the system of foreign language training of the younger generation systematically, through the introduction of innovative teaching methods with the use of modern teaching and information and communication technologies and on this basis of creating the conditions and opportunities for …

on for democratic transformations in society, consistent development of economy, and the country’s integration into the world community. at the moment, the national program for cadre training is a single educational complex which covers the entire process of educating and rising the younger generation, where a special place and is reserved for each link in the education system. the implementation of the program as a whole and the achievement of certain objectives depend on the state and level of development of each link, as well as to what extent they are mutually attended. along with that, as analysis shows, the lagging of the school education behind as the most important primary stage, turns out to be the weakest link in the single chain of continuous education. with an aim to address the lagging behind of school education and eliminate the serious problems on developing the logistical basis of schools and …

ary schools, electronic resources for learning english in primary schools were created, more than 5000 secondary schools, professional colleges and academic lyceums were equipped with language laboratories. [1: “on measures to further improvement of foreign language learning system ”xalq so’zi december 10, 2012.] however, analysis of the current system of organizing language learning shows that learning standards, curricula and textbooks do not fully meet the current requirements, particularly in the use of advanced information and media technologies. education in mainly conducted in traditional methods. further development of a continuum of foreign languages learning at all levels of education; improving skills of teachers and provision of modern teaching materials are required. according to the decree, starting from 2013/2014 school year foreign languages, mainly english, gradually throughout the country will be taught from the first of schooling in the form of lesson-games and speaking games, continuing to learning the alphabet, reading and …

roles of teachers and learners in the classroom. it is clear that motivational teaching strategies in teaching foreign languages have had a thoroughly beneficial effect since it reminded teachers that people learn languages not so that they know about them ,but so that they can communicate with them. this qualification paper deals with a methodological field that is motivational teaching strategies as a tool second language acquisition. with motivational teaching strategies in teaching foreign languages began a movement away from traditional lesson formats where the focus was on mastery of different items of grammar and practice through controlled activities such as memorization of dialogues and drills, and role plays, group work activities and project work. the topicality of the investigation is expressed on the one hand by the profound interest in learning the students’ motivation in efl classes, on the other by giving a detailed analysis of different strategies and …

tudy the different strategies of motivation -to find out ways and skills of obtaining various motivational strategies to become a proficient user of english -to suggest conditions for effective communication -to analyze the beneficial peculiarities of motivation at all levels -to reveal the peculiarities of motivation and its components scientific novelty and practical value. this research paper involves new strategies of motivation that is very essential and important in teaching and learning. nowadays motivational teaching strategies in teaching foreign languages are very crucial. the actuality of this qualification paper is to investigate various ways of obtaining fluent speech. the theoretical value of the qualification paper lies in the analysis of motivational approaches at all levels as a methodological issue and in the conducting overview of the motivation itself. the material of the present research paper may be applicable at the general courses on methodology of english teaching. moreover it may …

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1624950421.docx qualification paper on the theme: motivational teaching strategies in teaching foreign contents introduction……………………………………………………………………3-7 i. background knowledge about motivation………………………………8-27 1.1. different approaches to understanding motivation……………………..8-11 1.2. an overview of approaches in efl………………………………………12-24 1.3. motivational strategies in teaching english as a foreign language…..25-27 ii. creating the basic motivational conditions and generating initial motivation……………………………………………………………………28-60 2.1. integrative values related to the efl and its speakers………………..28-41 2.2. maintaining and protecting motivation………………………………..42-49 2.3. rounding off the learning experience: encouraging positive self-evaluation…………………………………………………………….……..50-60 conclusion……………………………………...

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