Education of the republic of uzbekistan

MINISTRY OF HIGHER AND SECONDARY SPECIALIZED
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
CHIRCHIQ PEDAGOGICAL STATE INSTITUTE
Course work


THEME: Motivation and confidence among language learners.


Group: XTA19/6
Student:Sultonova Zulxumor
Supervisior:Yusupova Muhabbat
Chirchik-2021
Content
Introduction…………………………………………………..2
Chapter.I. Motivation among language learners
1.1.What is Motivation…………………………………………………………………..4
1.2.Motivation among language learners………………….…………….………….…13
Chapter.II. Motivation and confidence among language learners
2.1 Motivation and confidence…………………………………21
2.2 Motivation and confidence among language learners…………………………….23
Conclusion…………………………………………………………………….27
References………………………………………………………………….29

Introduction
English language learners are a diverse group of students, with different language, academic, and social-emotional needs. Students who speak the same language or have similar levels of language proficiency may need very different kinds of support to succeed in the classroom.
Learn more about the growing ELL population around the country from these materials, as well as some of the special populations that have unique needs.
English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.
Educators use a number of terms when referring to English-language learners, including English learners (or ELs), limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students. The proliferation of terms, some of which may be used synonymously and some of which may not, can create confusion. For example, the term English-language learner is often used interchangeably with limited English proficient student, but some school districts and states may define the terms differently for distinct classifications of students. Nonetheless, the federal government and many state governments have acknowledged that both terms refer to the same group of students—those with limited proficiency in English. When investigating or reporting on English-language learners, it is important to determine precisely how the term, or a related term, is being defined in a specific educational context. In some cases, for example, the terms are used in a general sense, while in others they may be used in an official or technical sense to describe students with specific linguistic needs who receive specialized educational services.
Generally speaking, English-language learners do not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English. In most cases, students are identified as “English-language learners” after they complete a formal assessment of their English literacy, during which they are tested in reading, writing, speaking, and listening comprehension; if the assessment results indicate that the students will struggle in regular academic courses, they may be enrolled in either dual-language courses or English as a second language (ESL) programs.
English-language learners may also be students who were formerly classified as limited English proficient, but who have since acquired English-language abilities that have allowed them to transition into regular academic courses taught in English. While assessment results may indicate that they have achieved a level of English literacy that allows them to participate and succeed in English-only learning environments, the students may still struggle with academic language. For this reason, the federal government requires schools and programs receiving federal funding for English-language-learner programs to monitor the academic progress of students and provide appropriate academic support for up to two years after they transition into regular academic courses.