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ministry of higher education, science and innovation of the republic of uzbekistan bukhara state pedagogical institute faculty of foreign languages course paper theme:the role of motivation in learning foreign languages. group: __________ supervisor: contents i. introduction................................................................................3 ii. main part 1.theoretical background of motivation in language learning.............7 2.types and sources of motivation in foreign language acquisition...12 3.strategies to enhance motivation in the classroom.............................19 4.case studies and practical implications..............................................27 iii. conclusion.................................................................................30 iv. references.................................................................................33 introduction motivation is essential in learning foreign languages. it influences the learner’s willingness, enthusiasm, and commitment to acquire new linguistic skills. this coursework explores different theories and practical implications of motivation in the language learning process.motivation is essential in learning foreign languages. it influences the learner’s willingness, enthusiasm, and commitment to acquire new linguistic skills. this coursework explores different theories and practical implications of motivation in the language learning process. it seems important that educational institutions test different strategies …

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the quality of the activity and its outcome depend, first of all, on the motivation and needs of the individual [6], his motivation; it is motivation that causes purposeful activity that determines the choice of means and methods, their ordering to achieve goals. the problem of motivation in learning arises in each studied subject. in appropriate techniques and manuals, methods have been developed for its development and stimulation, taking into account the specifics of the subject. however, the problem of motivation for learning foreign languages is particularly acute. researchers on the issue of motivation provide data on its decline from class to class. it is noteworthy that until the moment of studying a foreign language and at the very beginning, students usually have high motivation. they want to communicate in a foreign language with peers; it is tempting to recite poems and sing songs in a foreign language; reading to …

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teaching a foreign language. such is the widely observed picture associated with the study of a foreign language and in technical schools. the analysis of available domestic and western literature showed the following. at the moment, there is no consensus or unequivocal solution to this problem, namely, what exactly is motivation in general and motivation for educational activities in particular. the search for ways to solve the question of the motivation of learning is possible in terms of psychological research in this area, which examines the psychological foundations of motivation. as the world has been found to become like a “global village”, english is likely to appear one of the domain languages. the majority of people can learn it as a second language. however, in the second language acquisition, it is irrefutable fact that learners may face several problems including language competence, influence of first language, lexical resource deficiency, even …

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n, subjects have been asked some tasks to do, given general questions, additionally, some research work, articles which are relevant for the case study have been learnt and collected to compare with the case study. 1.theoretical background of motivation in language learning motivation has been widely studied by scholars such as gardner, lambert, and dörnyei. gardner distinguished between integrative and instrumental motivation. integrative motivation refers to the desire to learn a language to integrate into a culture, while instrumental motivation refers to learning a language for practical goals. initially, the first time when a new language is introduced to a learner, first language may totally affect to comprehend some new rules. moreover, some people start learning when they are old enough after critical period. although aforementioned trouble or other problematic issues will be obstacle for language learning, some of the candidates reveal high language proficiency within different language skills. in …

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and observing the results and achievement [2]. however, succeeding in obtaining the goal easily or hard may influence lessening motivational arousal (motivational excitement). according to i. zimney, “the motive is what explains the nature of the given speech action, while the communicative intention expresses what communicative goal is pursued by the speaker planning some form of influence on the listener.” [5]. another approval about motivation is provided by belles - fortuno that motivation is initially essential point of learning languages in comparison with other affective factors like age, culture, gender, identity and others. to prove this idea, it is selected two different group learners who were edified in secondary education in vocational training and higher education learners as subjects and compared with each other how they are fostered to study. in fact, they had compulsory english level in vocational training which made them study. they have been checked by giving …

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ministry of higher education, science and innovation of the republic of uzbekistan bukhara state pedagogical institute faculty of foreign languages course paper theme:the role of motivation in learning foreign languages. group: __________ supervisor: contents i. introduction................................................................................3 ii. main part 1.theoretical background of motivation in language learning.............7 2.types and sources of motivation in foreign language acquisition...12 3.strategies to enhance motivation in the classroom.............................19 4.case studies and practical implications..............................................27 iii. conclusion.................................................................................30 iv. referenc...

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