Сборник научных трудов по материалам Международной научно-практической

Professional development 
Teaching to the second side of reading, the will to read, like teaching to the first side, is a 
matter of teacher expertise. There is no formula or off-the-shelf program for motivating students. 
The good news is that teachers can rapidly learn to be more effective at encouraging engagement. 
With a short amount of professional development, teachers can learn to give choices that lend 
students a sense of empowerment. In a slightly longer, but realistic amount of time, teachers can 
gain a grip on implementing all the teaching practices for elementary school mentioned here. For 
secondary level, a book and guide for self-reflection about engagement is available.
If you will follow all these rules, it will help you to encourage student’s interaction in 
class. The language classroom is rich in language for learners, quite apart from the language that the 
learners and the teacher may suppose they are focusing on in the subject matter of the 
lesson.Students learn a lot of their language from what they hear. Their teacher says the 
instructions, the discussions, the asides, the jokes, the chit-chat, the comments, etc. It would be 
unsatisfactory if the teacher dominated the lesson to the exclusion of participation from as many 
learners as possible.The arguments for language learners usually grow from the idea that the teacher 
knows more of the target language and that by listening to her the learner is somehow absorbing a 
correct picture of the language, that by interacting with her the learner is learning to interact with a 

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BOSHLANG‘ICH TA’LIMGA XALQARO BAHOLASH DASTURLARINI JORIY ETISHNING ISTIQBOLLARI
 
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XALQARO MIQYOSIDAGI ILMIY-AMALIY KONFERENTSIYA MATERIALLARI
native speaker or an experienced user of the language, and that this is far more useful than talking to 
a poor user. Thus, by these arguments, time spent talking to another learner is not particularly useful 
time 
Willingness to carry out any activity is formed through the same activity in the process of 
its implementation. In this case, it is necessary to formulate all three components of preparedness 
(psychological, communicative, methodological) in their relationship. Independent work as an 
independent cognitive activity consists of the same structural components as self-learning activities. 
Therefore, it is natural that the formation of readiness for self-education should be carried out 
through the inclusion of independent work in the educational process, the purpose of which is the 
formation of an independent personality. At the same time, the teacher needs to prepare students for 
joint activities through the special organization of educational activities. Teaching independence 
and providing it, we will help students become the subject of educational activity, realize it and 
manage it, and, therefore, independently implement it, which is the key to the success of lifelong 
education. 
References 
1. Boyko V.P. A professionally oriented methodology for the formation of educational 
skills in first-year students of the faculty of foreign languages: Dis. ... cand. Ped.Science. - Lipetsk, 
1993. 
2. Winter I.A. Some psychological prerequisites for modeling speech activity. M.: Higher 
School, 1968. 
3. Ivashchuk EA Independent extracurricular educational work of students as a means of 
improving the educational process in foreign languages in high school: Dis ....Cand.ped sciences. -
M., 1989.