The article is about ways to increase the motivation to learn English in primary classes. In this article it is spoken about types of motivation and Motivation in the study of foreign languages increases significantly if the prospects for the use of knowledge are realized not only in the classroom, but also in extra-curricular activities.
Keywords: game, activities, understandable, in the educational process, process, interesting, the motivation, using of games, memory.
В статье рассказывается о способах повышения мотивации к изучению английского языка в начальных классах. В частности, говорится о типах мотивации, ее увеличении в перспективе использования знаний не только на уроках, но и во внеклассных мероприятиях.
Ключевые слова: игра, деятельность, понятная, в образовательном процессе, процесс, интерес, мотивация, использование игр, память.
The main goal of teaching foreign languages at school is the development of communicative competence, the development of a child’s personality, willing and able to participate in intercultural communication in a foreign language and further capable of self-improvement. But the quality of achieving the goal depends primarily on the motivation and needs of the individual, his motivation. It is the motivation that causes purposeful activity, determines the choice of means and methods, their ordering to achieve the goal. Teaching is knowledge. It is impossible to oblige a person to know something. He can be interested. Therefore, the problem of learning motivation is central to all stages of learning foreign languages.
It is known that the most important and most difficult for children to understand is the stage of learning a foreign language in primary school, during which students learn about the culture of the country of the language being studied and its grammatical features. At the initial stage of learning English, pupils of primary school age face difficulties that can lead to a decrease in cognitive interest.
It is important to take into account the individual characteristics of children, use innovative technologies, invent innovative forms and methods of presenting language material, organize productive active interaction of the teacher with the class and between children, associate educational material with real life, set achievable goals that require energy, time and mental costs. Teachers as well as students. All this suggests the need to create positive motivation among students.
Motivation is a combination of internal and external driving forces that motivate a person to act in a specific, purposeful way; the process of encouraging oneself and others to work towards the goals of the organization or personal goals. Motivation is the process of influencing a person in order to induce him to certain actions by activating certain motives. According to V. P. Bespalko, increase the motivation of the child can serve as a game. It is difficult to disagree with this, since play activity is leading in the early school years. “The game is of great importance in the child’s life, it has the same meaning as an adult’s activity, work, service [2]. The game just looks outwardly light and easy. But in fact, she powerfully demands that the player give her the maximum of his energy, mind, endurance, and independence”.
Using games, you can solve the following methodological tasks:
− creation of children's psychological readiness for speech communication
− ensuring the natural need for multiple repetition of language material
− preparation for situational spontaneity of speech.
Depending on the type of activity, the teacher can choose: grammatical, lexical, phonetic, spelling or creative games, each of them is aimed at achieving a specific goal.
For example, grammar games will help you understand the use of speech patterns and use them correctly. Spelling games are, as a rule, practicing the correct spelling of words. Phonetic games are designed to develop students' pronunciation skills, etc.
Thus, a game helps to form pupils' speech competence, creates conditions close to life, guarantees responsibility, activity and independence of students, and therefore is an integral motivational component of the lesson.
References:
- Markova A. K. Formation of the motivation of the teaching: A book for the teacher. M.: Enlightenment, 1990.
- Беспалько В. П. Слагаемые педагогической технологии. М.: Педагогика, 1989. 192с.
- http://www.grandars.ru/college/psihologiya/motivy-i-motivaciya.html
- https://e-koncept.ru/2015/65177.htm
