Scientific Collection «InterConf», (39): with the Proceedings of the 8th International Scientific and Practical Conference «Science and Practice: Implementation to Modern Society» (December 26-28, 2020) at Manchester, Great Britain

Aizhan Aidynova
Graduate student of the specialty of "Foreign language: two foreign languages" 
Zhetysu University named after I.Zhansugurov, Republic of Kazakhstan 
 
WAYS TO IMPROVE MOTIVATION OF STUDENTS IN LESSONS 
 
Abstract. This article discusses ways to increase student motivation in the classroom. 
A modern graduate must not only possess special knowledge, skills and abilities, but 
also feel the need for achievements and success. It is necessary to instill in him an 
interest in the accumulation of knowledge, continuous self-education, since the 
constantly developing system of vocational education requires the content, forms and 
methods of teaching to correspond to the modern standards of training a qualified 
specialist. In connection with these changes, the problem of professional motivation is 
acquiring special significance today. 
Keywords: motivation, increasing motivation, learning process, interest in learning, 
methods. 
Motivation is the basis of any independent activity. Motivation means investing 
by a person his resources, such as energy, time, knowledge, talent, will, etc. in 
achieving the desired goal. There is no doubt that motivation is a key condition for an 
effective learning process, and it applies to all subjects taught at the university or 
school. In addition, motivation (or its lack) is most often the main prerequisite for the 
successful collaboration of a student with a teacher, at the same time, a frequent cause 
of misunderstandings. What is their reason? Teachers expect and rely on high student 
motivation - they are confident that students strive to get the maximum possible amount 
of information, maximum skills, i.e. that their motivation is high. But reality 
disappoints them, because a teacher or instructor is faced with weak motivation of 
students in their daily activities - both in the classroom and in home preparation for 
them. On the other hand, pupils and students are not satisfied with the learning

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 SCIENCE AND PRACTICE: IMPLEMENTATION TO MODERN SOCIETY
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process - their complaints most often relate to the fact that many teachers are not able 
to effectively convey knowledge and skills, which is quite often formulated as if the 
teachers were not able to “teach me / us anything ”, expecting that the teacher in the 
learning process puts knowledge and skills into them, so to speak, without the students' 
independent labor, without their efforts. 
Thus, speaking about the process of teaching any subject at school or university 
(for example, a foreign language), it is necessary to take into account both motivation 
and stimulation, and the factors that influence both of these processes. If any of these 
parts turns out to be weak or missing, it will be either impossible to achieve the desired 
result in practice, or it will not correspond to what was originally intended.
Motivation - at least in the scientific community - most often mistakenly refers to some 
aspect of stimulation; we often read about the “transfer of motivation by the teacher to 
the students,” that “the teacher must motivate,” be the “motivator,” that motivating is 
the responsibility of the teacher or teacher. However, it is forgotten that a teacher (as 
an external factor) can only stimulate a student, but not motivate, because the path from 
stimulation to motivation, to stimulating students' internal motives is not direct and 
short, because motivation is an internal personal process. 
Let's pay attention to the motivation for teaching students of higher educational 
institutions. What are the motives that bring them to universities? Is it a diploma as a 
confirmation (for the rest of your life) of your ability to pass all the necessary exams? 
Is it the sum of theoretical knowledge and the ability to subsequently transform it into 
practical skills in professional activity? Is this a kind of status (or privilege) associated 
with a university degree? Is this a chance to make more money after graduation? You 
can find many other motives forcing students to go to college and study there. On the 
other hand, the teacher's task is to show the importance of both the subject and specific 
knowledge and to transfer this knowledge and specific skills to students, i.e. from his 
point of view, the goal / motive is neither a diploma, nor money, nor anything else. 
We have come to the crucial question of our reasoning: which side is more 
responsible for the results of the learning process - the teacher or the student? This is 

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not an easy question, and the answer does not lie on the surface. According to our 
convictions, it is necessary to distinguish: 
1. The area of responsibility of the teacher, who must work according to the 
educational plan, perform the tasks of preparing lectures, seminars so that students 
come to a certain system of knowledge, have specific knowledge (concepts, patterns) 
and skills, offer this to students, indicating that is mandatory (both for exams and for 
practice), and what is optional; he, of course, is primarily responsible for the fulfillment 
of the objectives of the curriculum, for the development of the knowledge and skills 
defined in it. 
2. The area of responsibility of the student who, having chosen this specialty, is 
obliged to perceive the obligatory part of the information contained in the educational 
plan of the program, prepare for exams and, following his motivation, choose other 
(additional) impulses of the teacher's influence on the student, hidden in the educational 
process ... Students have the opportunity to ask the instructor for additional information 
on issues of particular interest - in this way they can meet their specific interests, 
thereby helping the instructor to connect the requirements of the program with their 
personal motives. 
 Consider the mistakes made by teachers in the process of motivating
students. 
