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Motivational Teaching Strategies in Teaching Foreign

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On the theme : Motivational Teaching Strategies in Teaching Foreign 1 QUALIFICATION QUALIFICATION PAPERPAPER

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-

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 wider access to the achievements of world civilization and international information resources, development of international cooperation communication, starting with the 2013/2014 academic year, the study of foreign languages, mainly English, in stages throughout the country begins with the first classes of secondary

forming an integral single system of continuous education as the most important condition for the successful implementation of the National Program for Cadre Training the Decree of the President of the Republic of Uzbekistan “On the State National Program for developing the school education for 2004-2009” has been adopted. On December 10, 2012the first President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”. 1 It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and the National Program for Training in the country, a comprehensive foreign languages’ teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further in

Thus, this qualification paper deals with the study of the strategies to motivate students learning EFL, which presents a certain interest both for theoretical investigation and for practical usage. We have the full basis to approve that many methodologists have brought the invaluable contribution to studying the motivational strategies in language classroom, particularly EFL classes, that has created necessary theoretical preconditions for describing the motivation of EFL learners. In this research paper I also looked through the works of the scholars of our university like J. Jalolov, U. Hashimov, G. Mahkamova, T. Sattorov and etc. Actuality of theme: Motivational teaching strategies in teaching foreign languages can be understood as a set of principles about goals of language teaching,

-discussing motivational teaching strategies from the perspective of intermediate level The subject of this research is around the approaches towards motivational teaching strategies in teaching foreign languages. The object of the present work is developing motivational strategies in the classroom and to get benefits during the lesson. The aim and tasks is to conduct the overview of the main motivational teaching strategies in teaching foreign languages and to provide the researchers, teachers and students with necessary materials to implement for their investigation and learning process. The following objectives have been settled so that to achieve this aim: -to define principles of developing motivational teaching strategies in teaching foreign languages -to study the different strategi

addition, it may serve as a basis for further research what illustrates the practical value of the course paper. Construction of the qualification paper: It consists of introduction, 2 chapters, conclusion, and list of literature. 7

CHAPTER I. BACKGROUND KNOWLEDGE ABOUT MOTIVATION 1.1. Different Approaches to Understanding Motivation As described by Wilga (1987), language teachers frequently use the term ‘motivation’ when they describe successful or unsuccessful learners. This reflects our intuitive belief that during the lengthy and often monotonous process of mastering a foreign/second language (EFL), the learner’s enthusiasm, commitment and persistence are key determinants of success or failure. Indeed, in the vast majority of cases learners with sufficient motivation can achieve a working knowledge of an EFL, regardless of their language aptitude or other cognitive characteristics. 2 Without sufficient motivation, however, even the brightest learners are unlikely to persist long enough to attain any really useful

especially goal-directed behavior" (2010, p.3). Keller as cited in Ziahosseini and Salehi (2008) concludes that motivation consists of the choices that people make as to what experiences or goals they will approach or avoid and the degree of effort they exert in that respect. In various fields of study such as social psychology, educational psychology and language learning, motivation has been well-researched and widely discussed. However, since motivation is a complex construct that appears to be simple on the surface, it has been impossible for theorists to reach consensus on a single definition. The term "motivation" is a broad concept that cannot be easily condensed into one single definition. The term becomes even more complex when it comes to language learning. 4 The uniq

Manolopoulou-Sergi (2004) emphasizes that most researchers in the field of second/foreign language learning agree that motivation is closely related to one's choice of a particular action, one's persistence in pursuing it and the effort one expends. As discussed briefly in the Introduction, the term ‘motivation’ is a convenient way of talking about a concept which is generally seen as a very important human characteristic but which is also immensely complex. By using the term we can answer the question, ‘Why does Anora make such wonderful progress?’ by simply saying, ‘Because she is motivated’, without the need to go into details about what factors have contributed to this overall commitment. And just as conveniently, if Anora is reluctant to do something, we can easily explain thi

determined by basic human instincts and drives, many of them being unconscious or repressed. Although such unconscious motives do not feature strongly in current motivational thinking, it seems clear that they play a significant role in our lives and therefore they are likely to be ‘rediscovered’ before long (Dornei 2001). The middle of the twentieth century was dominated by conditioning theories related to behaviorist psychology, with a great deal of research focusing on how stimuli and responses interplay in forming habits. Although many of the findings were based on experiments with animals such as Pavlov’s dog or Skinner’s rats rather than humans, much of the acquired knowledge is still relevant for the understanding of issues like the role of practice, positive and negative reinforcem

beliefs, and interpretation of events influence their behavior; that is, how mental processes are transformed into action. In this view, the individual is a purposeful, goal-directed actor, who is in a constant mental balancing act to coordinate a range of personal desires and goals in the light of his/her perceived possibilities that is his/her perceived competence and environmental support. In other words, whether people decide to do something is determined first by their beliefs about the values of the action, and then about their evaluation of whether they are up to the challenge and whether the support they are likely to get from the people and institutes around them is sufficient. A process model of language learning motivation has been created recently by Dornei (2000) reflects a no

language learning as one of the most vital factors in the process of second/foreign language learning. With the proper level of motivation, language learners may become active investigators of the nature of the language they are studying (Kimura, Nakata & Okumura, 2001). Along with ability, motivation is seen as the major source of variation in educational success (Keller, as cited in Schmidt, Boraie&Kassagby, 1996). Specifically, these researchers also suggest that motivation of a learner can indicate the rate and success of second/foreign language attainment. Therefore motivation is one of the main determinants of successful second/foreign language learning (Dornyei, 1994). Studies concerning individual variables in language learning also reveal the relationship between motivation and ac

Dornyei&Csizer, 1998; Oxford &Shearin 1994). Furthermore, high levels of motivation can make up for considerable deficiencies both in learners' language aptitude and learning context (Dornyei, 2001a). Likewise, motivated learners can master their target language regardless of their aptitude or other cognitive characteristics, whereas without motivation, even the most intelligent learner can fail to learn the language. In second language study, the very best known construct concerning motivation for second language learning is that of integrative and instrumental motivation, based on the pioneer work of Gardner in 1959 and 1985 (Gardner as cited in Gonzales, 2010). Although this construct has been criticized as an oversimplification of a highly complex issue, and possibly relevant only

language, who tend to feel more motivated by instrumental reasons, as they do not have opportunities to have contact with the speakers of the target language. However, this argument has been rejected by a number of empirical studies. This could indicate that the primary reason for studying English in these study contexts was to be able to have opportunities in a conversation with English speaking people, rather than pragmatic goals like in assisting in the pursuit of a career (Liando et al., 2005). There is a common belief that integrative motivation is stronger than instrumental motivation (Schmidt et al., 1996) as learners who are instrumentally motivated may not actually like the target language being learned; yet the superiority of integrative motivation over the instrumental is debata

were dominant: intellectual stimulation, personal challenge, showing off to friends and fascination with aspects of the language. In addition, in studying Egyptian hieroglyphs, a dead language with no living culture to integrate into and very few instrumental advantages, instrumental and integrative goals are unlikely to be the only motivating factors (Shaaban&Ghaith, 2000). This observation gives rise to the intrinsic-extrinsic motivation distinction. Language learning motivation research has also been influenced by developments in the area of educational psychology. In the 1980s, Ryan and Deci introduced two classifications for motivation; they are intrinsic and extrinsic motivation (Ryan &Deci, 2000). The former is generally believed to relate to long-term success and the latter to shor

How to engage and motivate students through motivational teaching strategies has engaged second/foreign language researchers due to its significant contribution to academic performance and achievement in learning a second/foreign language. Dornyei states that "motivational strategies refer to those motivational influences that are consciously exerted to achieve some systematic and enduring positive effects" (2001a, p. 28). In addition, Guilloteaux and Dornyei define motivational strategies as "instructional interventions applied by the teacher to elicit and stimulate students' motivation" (2008, p.56). Dornyei further contends that "they are techniques that promote the individual's goal-related behavior" (2001b, p.28). Motivational teaching strategies are th

space’. In order to learn an EFL, say English, students need to develop an English identity: they need to learn to think English and – though only partially and temporarily - also become a bit English. ‘Learning a foreign language always entails learning a second culture to some degree, even if you never actually set foot in the foreign country where the language is spoken. Language and culture are bound up with each other and interrelated. . . . People don’t exist in a vacuum any more than club members exist without a club. They’re part of some framework: a family, a community, a country, a set of traditions, a storehouse of knowledge, or a way of looking at the universe. In short, every person is part of a culture. And everyone uses a language to express that culture, to operate within t

The Learner Level involves individual characteristics that the learner brings to the learning process, most notably self-confidence, which reflects the influence of Richard Clement’s work on the topic. The Learning Situation Level is associated with situation-specific motives rooted in various aspects of EFL learning within a classroom setting: course- specific motivational components (related to the syllabus, the teaching materials, the teaching method and the learning tasks); teacher-specific motivational components (concerning the motivational impact of the teacher’s personality, behavior and teaching style/practice); and group-specific motivational components (related to the characteristics of the learner group). Some of the motivational techniques are closely related to subject-matter

As Scheidecker and Freeman (1999:9) briefly put it, the real reward for motivating teachers is not on pay-day, ‘it is when their passion is caught by the students. That is a big-time return on anyone’s investment.’ 1.3. Motivational Strategies in Teaching English as a Foreign Language Different helpful motivational strategies can be found by looking through the literature about foreign language teaching strategies. In this research paper several literature are addressed and suitable and viable strategies are provided. Motivational strategies are techniques that promote the individual’s goal- related behavior. Because human behavior is rather complex, there are many diverse ways of promoting it, in fact, almost any impudence a person is exposed to might potentially affect his/her behavior.

Although, all these approaches mentioned above have their merits, it was recommended to follow a fifth approach which focuses on the different phases of the process-oriented model described earlier (in Section 1). The model has been specifically developed for educational applications and it offers an important advantage over the other approaches: comprehensiveness. When planning on the structure of this qualification paper, it seemed to me that following through the motivational process from the initial arousal of the motivation to the completion and evaluation of the motivated action is in many ways more logical than making somewhat arbitrary decisions about which central themes the material should be built around. Key units in this process-oriented organization include: - Creating the ba

Each dimension is associated with at least thirty macro-strategies, each of which was broken down into about one hundred micro-strategies in teaching a second/foreign language. This extensive list of recommended motivational teaching strategies has been frequently and widely utilized and modified by researchers to discover what specific strategies are perceived by students or language teachers as beneficial for the students' motivation in their particular context. In the past, few studies aimed to find out whether the proposed strategies actually work in language classrooms (Dornyei&Csizer, 1998). The fact that there may be a discrepancy between the assumed and the actual motivational power of certain teaching strategies in second/foreign language learning has concerned second/foreign

In responding to this matter, Deniz (2010) employed a quantitative study to gather students' perceptions of some motivational approaches applied by teachers in second/foreign language learning. This study studies the views of students of the English Language Teaching (ELT) Department of the Education Faculty in one university in Turkey. The motivational strategies scale developed by Dornyei (2001b) was employed as the instrument to gather the data from 179 students, comprising 42 males and 137 females. This study found that students' motivation was closely aligned with Dornyei's motivational teaching strategies ("ten commandments") although those ten motivational strategies were not frequently employed by teachers in the classrooms. Moreover, the students observed that

verified by very little or no empirical research in the field of EFL" (1994, p.283). Nevertheless, Dornyei addressed this issue in studies of teaching and semi-formal interviews amongst two groups of graduate students and a group of international teachers on a British Council summer course. Dornyei then developed a set of motivational teaching strategies that he refers to as the "Semi- intuitive set of ten motivational macro-strategies" (Dornyei, 1996). Dornyei's semi-intuitive set of ten motivational teaching strategies (1996).Semi-Intuitive set of ten motivational macro-strategies 1. Make the language classes interesting by selecting varied and engaging topics, material, and activities. 2. Have humor, fun, and games in class. 3. Create a pleasant and friendly atmosphere.

language teaching institutions, ranging from elementary schools to universities, in Hungary. Based on these teachers' responses, the study revealed ten motivational strategies that the participating teachers considered to be the most significant strategies in terms of its usefulness in their classrooms. The proposed strategies are widely known as "Ten Commandments" (Nakata, 2006, p.64). Clearly, this list of teaching strategies was more concrete, condensed and less overwhelming for average classroom teachers to manage than the previous lists (Dornyei, 1996). However, since every single classroom and language learning environment is unique in numerous ways, the use of a list of motivational teaching strategies that came from a single empirical study must be treated with care. Th

Ten motivational strategies based on Dornyei and Cheng's study (2007). The rank of ten motivational strategies 1. Set a personal example with your own behavior. 2. Recognize students' effort and celebrate their success. 3. Promote learners' self confidence. 4. Create a pleasant and relaxed atmosphere in the classroom. 5. Present tasks properly. 6. Increase the learners' goal-orientation. 7. Make the learning tasks stimulating 8. Familiarize learners with EFL-related values. 9. Promote group cohesiveness and set group norms. 10. Promote learner autonomy. Exhibiting exemplary behaviors by teachers was ranked the first in the list. English teachers in Taiwan considered that a good language teacher should present themselves as a personal role model for their students. This is

providing a non-threatening environment in which learners feel comfortable and self-confident and are encouraged to take risks to use the target language. Similarly, teachers can significantly affect their students' motivation through their ability to provide a supportive classroom atmosphere for second/foreign language learning learners. In addition, scholars maintain that teachers play a crucial role in initiating and maintaining students' motivation in classrooms by selectively adopting effective strategies in facilitating and enhancing learning in accordance with students' motivation. Moreover, due to culture-specific and complex variables such as learners' approaches to learning and teacher's teaching method, any proposed strategies need to arise from classroom-bas

CHAPTER II. CREATING THE BASIC MOTIVATIONAL CONDITIONS AND GENERATING INITIAL MOTIVATION 2.1. Integrative Values Related to the English as a Foreign Language and its Speakers Motivational strategies cannot be employed successfully in a ‘motivational vacuum’; certain preconditions must be in place before any further attempts to generate motivation can be effective. According to the experience of several scholars, the following three motivational conditions in particular are indispensable: - appropriate teacher behaviors and a good relationship with the students;- - a pleasant and supportive classroom atmosphere;- - a cohesive learner group with appropriate group norms. Of course, the three conditions are interrelated because, for example, you cannot have a pleasant classroom climate if ther

confirm what most experienced teachers already know, namely that almost everything a teacher does in the classroom has a motivational influence on students. Because this paper is primarily about what teacher can do to motivate your learners, the issue of appropriate teacher behaviors will be regularly addressed throughout. The teacher’s: -enthusiasm; -commitment to and expectations for the students’ learning; - relationship with the students; -relationship with the students’ parents have great impact on the motivation students pose during EFL classes. Considering the above mentioned studies below motivational strategies is provided for EFL teachers. Strategy 1. Teachers should demonstrate and talk about their own enthusiasm for the course material, and how it affects you personally. More s

- keep parents regularly informed about their children’s progress. - ask for their assistance in performing certain supportive tasks at home. "Young people are more intelligent than adults generally give them credit for. They can usually discern, for instance, whether an adult they know likes or dislikes what he or she is doing. If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit, the student will sense this and derive the entirely rational conclusion that the particular subject matter is not worth mastering for its own sake". (Mihaly Csikszentmihalyi 1997:77) Language learning is one of the most face-threatening school subjects because of the pressure of having to operate using a rather limited language code. Learners are forced to ‘babbl

classroom the norm of tolerance prevails and students feel comfortable taking risks because they know that they will not be embarrassed or criticized if they make a mistake. It has been made clear to them that mistakes are a natural part of learning. Strategy 5. Teacher should create a pleasant and supportive atmosphere in the classroom. More specifically teacher should: - Establish a norm of tolerance. - Encourage risk-taking and have mistakes accepted as a natural part of learning. - Bring in and encourage humor. - Encourage learners to personalize the classroom environment according to their taste . A cohesive learner group is one which is ‘together’; in which there is a strong ‘we’ feeling; and which students are happy to belong to. That is, cohesiveness refers to the members’ commitme

- Include activities that lead to the successful completion of whole-group tasks or involve small-group competition games. - Promote the building of a group legend. Strategy 7 - Formulating group norms explicitly, and have them discussed and accepted by the learners. More specifically: - Include a specific ‘group rules’ activity at the beginning of a group’s life to establish the norms explicitly. - Explain the importance of the norms you mandate and how they enhance learning, and ask for the students’ agreement. - Elicit suggestions for additional rules from the learners and discuss these in the same way as the rules you have proposed. - Put the group rules (and the consequences for violating them) on display. Strategy 8. Teacher should have the group norms consistently observed. More spe

of wisdom offered to them, what they can see is rather reluctant youngsters who are totally unaware of the fact that there should be an innate curiosity in them, let alone a desire to learn. The regrettable fact is that if school children could freely choose what to do, academic learning for many would most likely feature very low on their agenda. Let’s face it: school attendance is compulsory, and the content of the curriculum is almost always selected on the basis of what society - rather than the learners themselves - considers important (Brophy, 1998). Furthermore, it is also difficult for the students who are in the most energetic years of their lives to spend what seem to them terribly long periods of time confined to the relatively small space of the classroom, and the fact that the

values and attitudes. In the following it is distinguished three relatively separate value dimensions - attitudes and values related to the: - actual process of learning the target language - intrinsic value; - target language itself and its speakers integrative value; - consequences and benefits of having learnt the target language -instrumental value. Although values cannot be transmitted directly through traditional instruction, they can be socialized rather effectively through three processes: - exposure to respected models who exhibit them; - persuasive communication; - participation in powerful learning experiences. Of these processes, modeling is held to be one of the most powerful ways of teaching in general. Modeling in the classroom, namely the process of teachers demonstrating e

difficulties. He found that printing student comments in a class newsletter, or collecting language learner histories in a booklet, was also highly inspirational. Strategy 9. Promoting the learners’ language-related values by presenting peer role models . More specifically: - Inviting senior students to talk to your class about their positive Experiences - Feedback to the students the views of their peers, e.g. in the form of a class newsletter - Associate your learners with peers (e.g. in group or project work) who are enthusiastic about the subject. The intrinsic value of EFL learning is associated with the learners’ interest in and anticipated enjoyment of the language learning activity. The key issue in generating interest is to ‘stimulate the students’ appetite’, that is, to arouse th

introduced by Robert Gardner and his associates in Canada, the concept does not necessarily concern any sort of real integration into anything. Instead, in most cases it refers to a metaphorical integration, reflecting the ‘individual’s willingness and interest in social interaction with members of other groups’(Gardner and MacIntyre 1993:159). I have argued earlier that because languages are socially and culturally bound, their effective study requires a positive disposition towards everything the EFL is associated with: its culture, its speakers, its influence. In addition, an appropriate and perceptive spirit also involves an open-minded, sophisticated interest in foreign languages and in ‘foreignness’ in general. The term ‘integration’ has been used to conveniently cover all these comp

- improving one’s social position; - pursuing hobbies and other leisure activities which require the language (e.g. computing), etc. ‘It is often difficult to motivate these pupils with the fact that one day they may visit the country. I don’t want to go there anyway is a common retort.’(Jennifer Alison 1993:11) In some respect, instrumental strategies offer the simplest method of addressing the value aspect of motivation, because by using them we do not need to change or improve existing values but rather simply link the successful completion of the task to consequences that the students already value (Brophy 1998). The more direct this link is and the more valuable the consequences are, the more effective the strategy is. To create lasting mental associations between EFL proficiency and

Whether or not a student will expect success in a given task is a subjective matter, often not very closely related to objective external estimates. Therefore, a potentially fruitful area of motivating learners is to increase their expectancies by consciously arranging the conditions in a way that they put the learner in a more positive or optimistic mood. Besides the obvious prerequisite that we should not give learners tasks that are too difficult for them, there are several other methods for achieving heightened success expectations: Provide sufficient preparation. The perceived likelihood of success does not depend only on how difficult the task is but also on how well the learners are prepared for the task. Pre-task activities have become standard features in modern language teaching

useful to see some ‘live demonstration’, that is, examples of students successfully performing the expected learning activity. This modeling task can be effectively done by peers or past students, but video recordings can also be successfully used for the purpose of demonstrating what learners are expected to achieve. Consider and remove potential obstacles to learning. Wlodkowski (1986) highlights the fact that when students face a learning sequence (whether a specific task or a longer stretch) many will inevitably start thinking about what might interfere with the attainment of the goal. Such intruding factors might be varied in nature: a lack of enough time; other obligations; insufficient resources; disturbance by others, etc. It enhances the learners’ expectancy of success if you addr

is very different, and language teachers may well need to spend some time establishing broad group goals.’ (Rosemary Senior 1997:5) We must realize that for the average school pupils the ‘school’ represents primarily a social arena and not the scene of academic work. They are there because they have to rather than because they want to perform tasks, and they are often more interested in issues such as love, personal image or social standing than the mastery of school subjects. In fact, recent research on school motivation has emphasized that the only way to really understand what is going on at the motivational level of classrooms is by looking at the interplay of academic and social motives. 10 Finally, because of the inherent interaction of academic and social goals in the classroom, the

than many of us would think. After all, as Brophy (1998) argues, most schools’ curricular topics and learning activities are selected primarily on the basis of what society believes students need to learn, not on the basis of what students would choose if given the opportunity to do so. ‘Schools are established for the benefits of students, but from the students’ point of view their time in the class-room is devoted to enforced attempts to meet externally imposed demands’. ‘If the teacher is to motivate pupils to learn, then relevance has to be the red thread permeating activities. If pupils fail to see the relation-ship between the activity and the world in which they live, then the point of the activity is likely to be lost on them. . . . If pupils do not see the relevance of a subject,

partly) incorrect. Some may think that you can master a language in a few months, and others might believe that even years of suffering may not be sufficient. What is the best way of confronting false learner beliefs? Dornei (2001) think that teachers should definitely talk about some of the key issues with the students, perhaps in the form of a negotiated pyramid discussion. The main points to be addressed could involve the following: - The difficulty of language learning in general and learning the specific EFL they are studying in particular. - The realistic rate of progress students can expect. - What is required from the learner to be successful. - How languages are best learned. An effective way of initiating discussions is to administer to the students a short questionnaire on learn

process model of motivation, we can see that one aspect of the model is particularly prominent: the action stage. It is argued that it is one thing to initially whet the students’ appetite with appropriate motivational techniques, but when action has commenced and is well on the way, a set of new motivational influences (some negative and some positive) come into force, and unless motivation is actively maintained and protected during this phase, the natural tendency to lose sight of the goal, to get tired or bored of the activity and to give way to attractive distractions will result in the initial motivation gradually petering out. In short, motivation needs to be actively nurtured. ‘Any learning activity can become satiating; it happens to everyone, often without any intention on our pa

significant. Indeed, as Raffini (1996:11) summarizes well, ‘too often the word ‘enjoyable’ has a bad reputation in school’. Not all assignments can be fully engaging. We have to teach the whole curriculum and certain parts are bound to be less attractive for the students than others. Covington and Teel (1996:90) rightly point out that we teachers are not in the entertainment business, and cannot be expected to turn everything into fun. This has been the bad news. The good news is that there is an impressive array of motivational strategies that have been found to be effective in livening up classroom learning. 13 Dornei (2000) and Gardner (1985) suggests that, within what is feasible; we might be able to find an angle for making learning more stimulating in many, if not most, situations. B

- Make task content attractive by adapting it to the students’ natural interests or by including novel, intriguing, exotic, humorous, and competitive or fantasy elements. - Personalize learning tasks. - Select tasks that yield tangible, finished products. Strategy 19. Make learning stimulating and enjoyable for the learners by enlisting them as active task participants. More specifically: - Select tasks which require mental and/or bodily involvement from each participant. - Create specific roles and personalized assignments for every-body. - Presenting tasks in a motivating way According to Underhill (1999) beside the traditional purpose of task instructions, namely, to describe what students will be doing, what they will have accomplished when they are finished, and how these accomplishme

Personal goals such as reading a chapter of a book every weekend or learning 10 new words every day may energize learning just as well Silva (2001). “Goals are crucial for achievement but they are usually given more prominence in athletics and work environments than in academic learning.” 14 Because goal-setting dramatically increases productivity, you can safely guess that work psychologists have shown a particular interest in the concept. Indeed, it has been two organizational psychologists, Edwin Locke and Gary Latham (1990), who have elaborated on and formalized goal setting processes into a coherent theory. The theory has been widely used in many organizational contexts to improve employee motivation and performance, and it has proved just as relevant to educational contexts. Oxford a

Jones and Jones (1995) point out that the evaluation phase (Step 6) can even involve teaching students to chart their own improvements on a regular basis. Strategy 21. Use goal-setting methods in your classroom. More specifically: - Encourage learners to select specific, short-term goals for themselves. - Emphasize goal completion deadlines and offer ongoing feed-back. As stated by Dornei (2001) one motivational method that has grown out of goal-setting theory is ‘contract learning’, in which a formal agreement - often termed a ‘learning contract’ or a ‘learning itinerary’ - is negotiated and ratified between teacher and student. Such contracts can vary in detail and elaborateness; besides describing a series of sub goals that lead to a larger goal and the level of effort to go with these,

classroom is a safe place where their self-worth is protected and where they can gain confidence. 16 Strategy 23. Provide learners with regular experiences of success. More specifically: - Provide multiple opportunities for success in the language class. - Adjust the difficulty level of tasks to the students’ abilities and counterbalance demanding tasks with manageable ones. - Design tests that focus on what learners can rather than cannot do, and also include improvement options. Strategy 24. Build your learners’ confidence by providing regular encourage-ment. More specifically: - Draw your learners’ attention to their strengths and abilities. - Indicate to your students that you believe in their effort to learn and their capability to complete the tasks . Strategy 25. Help diminish langu

- Select activities that contain ‘good’ roles for the participants. - Avoid face-threatening acts such as humiliating criticism or putting students in the spotlight unexpectedly. Strategy 28. Increase student motivation by promoting cooperation among the learners. More specifically: - Set up tasks in which teams of learners are asked to work together towards the same goal. - Take into account team products and not just individual products in assessment. - Provide students with some ‘social training’ to learn how best to work in a team. ‘For a teacher to commit himself to learner autonomy requires a lot of nerve, not as it requires him to abandon any lingering notion that he can somehow guarantee the success of his learners by his own effort.’(David Little 1991:45) ‘Facilitation is a rigoro

Dornei (2001) expressed that it is not utterly naive to think that students can do some of our motivational job. As in certain classrooms even under adverse conditions and without any teacher assistance, some learners are more successful in keeping up their goal commitment than others. How do they do it? Gardner (1995) stated that the answer is that they apply certain self- management skills to overcome environmental distractions or competing/distracting emotional or physical needs/states; in short, they motivate themselves. And if they can do it, surely others can do it as well, particularly if we provide some coaching. This assumption about students’ self-motivating capacity has received confirmation during the past decade. Inspired by the pioneering work of two German psychologists, Jul

In this chapter we are going to look at how teachers can help learners to consider their own achievement in a more positive light. The term ‘attribution’ has been used in psychology to refer to the explanation people offer about why they were successful or, more importantly, why they failed in the past. Because researchers have found that these subjective explanations play an important role when people start planning their future actions, a whole psychological theory has been constructed around attributions, called - not surprisingly – “attribution theory” (Dornei 2000, David Scheideckerand William Freeman 1999, Ushioda 1996). ‘In short, the ideal motivational scenario is one in which students attribute positive outcomes to personal ability, and negative out-comes to temporary shortcomings

‘Without feedback, motivational headquarters is effectively shut off from action it can only guess, using feed forward information, how the instrumental troops are doing in their efforts to carry out system directives.’ 18 Strategy 32. Provide students with positive information feedback. More specifically: - Notice and react to any positive contributions from your students. - Provide regular feedback about the progress your students are making and about the areas which they should particularly concentrate on. - Increasing learner satisfaction ‘Recognition of success is not juvenile - in fact, it is what we all expect from life, and the wise teacher, in a non-threatening manner, takes full advantage of this most common human desire.’(David Scheidecker and William Freeman 1999:105) Strategy

students’ intrinsic motivation for the activities and behaviors being controlled.’(James Raffini 1996:1) ‘The improper use of incentives can create a failure-prone environment in which the playing field is tilted against most students. When fear is the stimulus, there are few winners in the learning game. And even the winners may pay a heavy price.’(Martin Covington and Karen Manheim Teel 1996:6) Strategy 34. Offer rewards in a motivational manner. More specifically: - Make sure that students do not get too preoccupied with the rewards. - Make sure that even non-material rewards have some kind of lasting visual representation. - Offer rewards for participating in activities that students may get drawn into because they require creative goal-oriented behavior and offer novel experiences and

Having surveyed a wide range of useful motivational strategies and techniques suggested by Dornei (2001), we must now address the crucial question of what might be the best way of establishing a motivation-sensitive teaching practice. Dornei (2001) suggests implementing these motivational strategies and techniques in a stepwise approach, as it is difficult to start implementing strategies suddenly massively. Even a few well-chosen strategies that suit both teachers and learners might take teacher beyond the threshold of the ‘good enough motivator’, creating an overall positive motivational climate in the classroom. The previous research studies have warned us about the risk of using systematic extrinsic motives. So in this research we used some strategies and techniques shaped according to

1. Praise and rewards. 2. Scolds or punishment. 3. Adequate difficulty of tasks. 4. Intellectually challenging exercises. 5. Good results and good grades vs. bad results and grades. 6. Working cooperatively in pairs or groups. 7. Negotiating curricular decisions. 8. Taking part in self-evaluation processes. 9. Working individually or autonomously. 10. Class Participation. 11. Using the FL/EFL in class. 12. Satisfying needs and interests. 13. Acting out in the presence of classmates. 14. Competing with others; competitive activities. 15. Information about the objectives and contents of tasks. 16. No participation; listening passively. 17. Discovering things and drawing personal conclusions. 18. Using audiovisual and technological aids. 19. Global Motivation Variables 1-18 have been consider

- When the FL classroom tasks are easy or when the teacher adapts difficult activities to the students’ level so that they do not feel discouraged and demotivated. - Motivational power of intellectually challenging exercises. - Motivational effect of good results and grades; fulfillment of expectations of success. - Working cooperatively in pairs or groups. - Taking part in the negotiation of curricular decisions, that is, when the teacher and the students together decide what to study in class and what types of exercises to do. - Students’ participation in the process of self-evaluation of their own work and when they express their opinion on the grades they deserve. - Motivational effect of individual and autonomous work. - When they take part in class and when they participate. - What h

The study has been carried out in non-governmental teaching Centre Continental located in Karshi. English level and age, gender of 61 students who make up the sample used to obtain our data are presented in the following table: English Level Students’ age Total 12-14 15-17 Boys Girls Boys Girls Starter3 2 6 1 12 Elementary 2 9 10 9 30 Intermediate 3 1 9 6 19 Total 8 12 25 16 61 Data collection and analysis The questionnaires were administered in March, 2018. The data provided by the students and were processed on a computer for the correspondent statistical analysis with MS Excel. Given the complex nature of the construct of extrinsic motivation, it was necessary to carry out a several analysis of a vast number of factors associated with such a construct to identify those which exert the g

on the effect of what he terms the subjects’ "desire for social approval". This factor is a serious risk for any type of questionnaire, learner’s diary, or report, as it seems individuals are not sincere when providing information about his/her personal life. Nevertheless, we have included items which test, to some degree, the students’ reliability of their results and, as we will see, the data obtained are consistent enough to draw reliable conclusions. Results. The frequency table 1 shows what degree the aspects indicated by each variable affect the students’ motivation. It must be noted that the motivational strategies with the highest frequency of occurrence have been highlighted in bold type. In Table 1, we can see that the highest frequency of occurrence, among the controlled

No 40 4 22 20 21 Don’t know 2 0 0 0 0 No participation Discovering learning Audiovisual means Global Motivation Yes 18 30 61 42 No 41 31 0 17 Don’tknow2 0 0 2 Table 1. Frequency of Student Motivational reasons much. They prefer their classes to be imparted in Uzbek. The older the students are, the lower motivation they feel when the teachers uses English in class. The differences between male and female students can be seen in Table 2. Though girls normally have a higher perception of their motivational state, in this study, they only surpass male students in a few items. Boys=33 Girls=28 Praise and rewards 29 27 Scolds or punishment 15 16 Difficulty of tasks 13 16 Intellectual challenge 17 15 Success Expectation 30 28 Group work 28 28 Curricular Negotiation18 19 Self-evaluation 17 19 Indi

Audiovisual means 33 28 Global Motivation Table 2. Distribution of positive answers between genders To sum up, in this study we have proposed to study how powerful are eighteen classroom motivational strategies and what motivational state do the students experience at their 12-17 ages. We have used a reduced sample (61 students), but it gives us an interesting idea about what the situation is like. The results obtained show that the strongest and most powerful motivational strategies, among the controlled variables, according to the students’ perception, are the following: 18) The use of audiovisual resources and new technologies, 6) Group work, 12) Satisfying the students’ needs and interests, 10) Student participation in class, 5) Good grades and fulfillment of the student’s success expe

Conclusion After gaining national independence, education of harmoniously developed generation has become the noblest goal and a national task of our country. From the first years of independence under the leadership of the first President Islam Karimov, and current President Shavkat Mirziyoyev development of physically and spiritually mature youth with high intellectual potential is determined as priority of government policy. Each stage of the development in independence period was inextricably linked with the life of young people, the education of harmoniously developed generation. Youth - children of Independent country - truly becoming the decisive force of our today and tomorrow. Initiated by the head of our state in the first months of independence, the Law on the basis of the state

We have started our paper by considering motivation as a complex area to approach and define. Nevertheless, we have attempted to define it according to the major theories. Further we have discussed Teaching EFL using motivational strategies in the classroom which is a complex task. But one that can easily be done by following some common foreign language teaching principles and by remembering that motivation is one of the key factors in student success. Motivated students are every teacher’s dream — they are willing to work hard, add their own goals to those of the classroom, focus their attention on the tasks at hand, persevere through challenges, don’t need continuous encouragement, and may even stimulate others in the classroom, promoting collaborative learning. However, we all know tha

Appendix 1 Questionnaire Do the following conditions increase your motivation while learning English? 1. When the teacher encourages or praises the students’ performance in class, when the students obtain a prize or reward for their performance. 2. When the students are scolded or punished. 3. When the FL classroom tasks are easy or when the teacher adapts difficult activities to the students’ level so that they do not feel discouraged and demotivated. 4. Motivational power of intellectually challenging exercises. 5. Motivational effect of good results and grades; fulfillment of expectations of success. 6. Working cooperatively in pairs or groups. 7. Taking part in the negotiation of curricular decisions, that is, when the teacher and the students together decide what to study in class and

17. What is the motivational effect of discovering learning and drawing personal conclusions? 18. When the teacher uses audiovisuals and new technologies (illustrations, photographs, recordings, computers, Internet, etc.), and not only the textbook. 19. What is the student’s perception about his/her degree of motivationdefined as the integration of interest, attention, effort and persistence to learn the FL as well as his/her satisfaction when learning it? 64

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