Regional center for in- service training and retraining of teachers under the karakalpak state university

2.4. Presentations







CONCLUSION

In the present qualification project work there has been made an attempt to analyze the role of motivation in reading and it’s principles in teaching ESP classes. Also we tried to cover the recommended motivational strategies, methods, activities and techniques of motivating.

Two basic forms of motivation, extrinsic and intrinsic motivation, were taken as a key concept of our investigation. So, extrinsic motivation is typically driven by factors outside of the learner; extrin­sically motivated students read to receive good grades, please the teacher, and outperform their groupmates, but not because they find reading interesting or enjoyable. Intrinsic motivation, on the other hand, is free from the influence of external factors such as reward or punishment. Intrinsically motivated stu­dents read because they find it interesting or enjoyable; therefore, motivation comes from inside and is self-determined. So that it is the problematic issue for our teachers to motivate learners intrinsically read.
Ultimately, what motivates students to spend a lot of time reading are the same things that motivate people everywhere to engage in certain behaviors: They see a real-world value in the behavior, it provides pleasure, it is a means to a worthy end, or all three. Extrinsic controls may give the illusion of increased reading motivation, but it is fleeting at best. To be successful readers, students must develop a desire to spend their own time outside of school reading an hour or two a day. That kind of desire cannot be cultivated through any one simple program or approach. Instead, teachers need to constantly, subtly, creatively invite children into the world of literacy.
Taking into consideration the analysis we would like to suggest some principles which will be useful in teaching reading and motivating learners to intrinsic reading in and outside of the classroom:

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  Provide lots of time for autonomous reading;
  

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  Help readers sort out what types of books they like and label them;
  

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  Variety: old/new, different formats;
  

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  Chances to share with their peers;
  

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  More read-aloud;
  

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  Show enthusiasm;
  
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  Plan for activities that go along with books.
  

With each and every year, ESP students experience a greater need for improving Eng­lish reading abilities. To respond to these needs, we need to reconsider our reading pedagogy and move beyond tradition­al approaches that focus on vocabulary, gram­mar, and text structure. Strengthening and maintaining learners’ motivation are crucial to reading instruction because reading in an L2 requires a lot time, effort, and perseverance. As novice teachers, we need to be aware of the links between motivational approaches and read­ing development; we need to nurture student motivational orientations that are most likely to yield positive results.
Reading skills are the cognitive processes that a reader uses in making sense of a text. To become a proficient reader language learner should master automatic letter and word recognition and the ability to use context as an aid to comprehension.
To make teaching reading effective it is advisable to focus on one skill at a time, explain the purpose of given tasks, establish connection with the previously acquired knowledge and skills, make usage of visual and audio aids, discuss problematic issues etc. Teachers should also keep in mind that reading is not a passive skill, make students engaged with what they are reading, encouraged them to respond to the content of a reading text not just to the language, to make sure that tasks correspond to the topic and level of the students etc.
The reading helps foreign language students interact with authentic texts by using their cognitive skills, their knowledge about the world, their first language, the foreign language, and written text. Since few textbooks incorporate all the essential aspects of pre-reading, while-reading, post-reading, and follow up activities, text suggests how teachers can approach a text naturally, with as little preparation as possible. Certainly, not all these recommendations and perhaps not all the lesson plan phases can be used with any specific text. But approaches and exercise models may be applied to a variety of texts. By working with them, students learn to treat foreign language reading as a meaningful activity and to use every method at their command to create sense from texts for themselves. As a result, they participate more actively in class and in their own language learning.
All the things considered, reading is a language activity and ought not to be divorced from other language activities. To read effectively in English second-language students need to learn to think in English. The methods of any teaching reading lesson should be chosen according to the learners’ level of skill development. Teaching reading is a job for an expert who has to create conditions whereby learners can learn and develop their reading skills research is only a modest contribution to the issue of teaching reading methodology and thus further investigation into the sphere is highly recommended.