The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

Used literature: 
1. Harmer, J. How to teach English: An introduction to the practice of English 
language teaching. Edinburgh Gate, Harlow, England: Addison Wesley Longman. 
Hyland, K. Writing and teaching writing (1998)-45 p.
2. 
In 
J. 
C. 
Richards 
(Ed.), 
Second 
language 
writing. 
Cambridge: 
CambridgeUniversity Press. Kroll, BSecond language writing: research insights for 
the classroom. Cambridge: CambridgeUniversity Press. (1990) p.24-25. 
3. Leki, L. Understanding ESL writers: A guide for teachers. Portsmouth, NH: Hein 
Hemann. Matsuda, P. K. Second language writing in the twentieth century: A situated 
history perspective (1992) p-67-69 

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4. In B. Kroll (Ed.) Exploring the dynamics of second language writing Cambridge: 
CambridgeUniversity Press(pp. 15-34).
Nazirova Oygul Mukhitdinovna 
NamIET, Senior teacher of the department of “Foreign languages” 
Tursunova Nigora Abdirasulovna 
English teacher of school #28 Uchkurgan district 
 
ROLE OF MOTIVATION IN LEARNING LANGUAGES 
Аннотация 
Ushbu maqolada chet tillarini o'rganish jarayonida talabalarda motivatsiya va 
qiziqishni uyg’otish usullari ko’rib chiqilgan va turli tavsiyalar berilgan. Motivatsiya 
ta'rifi, uning tuzilishi va o'quv jarayoni bilan bog'liqligi to'g'risida turli xil qarashlar 
keltirilgan. Chet tilni o'rganishning mumkin bo'lgan sabablari ko'rib chiqildi, lisoniy 
bo'lmagan mutaxassisliklar talabalari o'rtasida o'tkazilgan so'rov natijalaritahlilqilindi. 
Kalit so'zlar: tashqi va ichki motivatsiya, ta'lim motivatsiyasi, motiv, yutuq 
motivi, o'zini anglash, chet tillar. 
Мotivation can be of two types: intrinsic and extrinsic motivation. Intrinsic 
motivation is a drive that comes from within a person. People are intrinsically 
motivated when they enjoy doing an activity. Extrinsic motivation is a drive that 
comes from outside of a person. People are extrinsically motivated when they want to 
gain a reward (like a prize or a good grade) or avoid a punishment. Generally, when 
someone already has intrinsic motivation, rewarding them can actually decrease their 
intrinsic motivation, making them less interested in the activity and therefore 
decreasing their performance. 
However, when someone isn’t interested in a subject—meaning they have no 
intrinsic motivation to learn about it—giving rewards can get them to participate in 
the activity, which might then spark some intrinsic motivation within them. Extrinsic 
motivation can lead to intrinsic motivation. 
Though this isn’t always the case, most ESL students already have intrinsic 
motivation to learn English. They have a goal in mind, whether it’s related to 
business, academics or something else, and English is necessary for them to reach 
their goal. So they want to engage in learning the language. 
With that in mind, too much praise or extrinsic motivation can actually hinder their 
learning. That’s why your students will perform best when you focus on motivating 
them intrinsically rather than extrinsically. In other words, encourage their already 
present desire to learn rather than tempting them to learn with external rewards. 
In the era of globalization of all spheres of social life, the problem of 
motivation in the study of foreign languages becomes extremely urgent. 
Globalization means that the role of personal contacts of people, and, consequently, 
of verbal communication, including interethnic communication, which requires 
knowledge of a foreign language, is growing more and more [1, p.122]. Foreign 
languages are becoming one of the main factors of both socio-economic and general 
cultural progress of society. A foreign language plays a huge role in shaping the 
personality and improving education, because with the help of it you can get direct 

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access to the spiritual wealth of another country, get the opportunity to directly 
communicate with representatives of other nations. Therefore, it is not surprising that 
in recent years in our country there has been a significant increase in interest in 
foreign languages, mainly in English. Now knowledge of two or more languages is an 
undoubted attribute of any modern highly educated person. Knowledge of a foreign 
language has become a real need, without it it is already impossible to get a high-
paying job and build a successful career. New political and socio-economic changes 
in Russia in recent decades, its desire to actively and fruitfully cooperate with 
Western countries significantly influenced the expansion of the function of a foreign 
language as a subject and led to a rethinking of the goal, objectives and content of 
teaching foreign languages [2, p.3] ... The new political situation, the expansion of 
international cooperation and international contacts require today a deeper knowledge 
of a foreign language. 
All of the above significantly increases the prestige of the subject "foreign 
language" as an educational discipline of the university. And here the concept of 
motivation comes to the fore. Of course, the problem of motivation in learning arises 
in every subject, but it is especially acute in the study of a foreign language. It's all 
about the special specifics of the subject, which requires the student to have a certain 
base and communication skills. This often causes certain difficulties for students and 
the motivation disappears. Therefore, considering motivation as the main driving 
force in the study of a foreign language, we note that the motives refer to the 
subjective world of a person, are determined by his inner motives. Hence all the 
difficulties of calling motivation from the outside. A person will be able to learn a 
foreign language if only he himself feels the need for this, that is, he will be 
motivated. 
Let's try to figure out what the motivational sphere of a person is and how it is 
characterized in educational activities. Scientists interpret the concept of "motive" in 
different ways: K. Vilyunas understands the conditions of existence by motive, G.A. 
Kovalev - moral and political attitudes, and J. Godefroy - the consideration by which 
the subject should act. One way or another, most agree that a motive is either a 
motive, or an intention, or a goal. Therefore, this concept must be approached 
comprehensively, taking into account all possible aspects. 
Now we will characterize those types of motivation that take place in teaching, 
in particular, a foreign language. Together, they constitute the so-called learning 
motivation. Learning motivation is determined by a number of specific factors: 
- the characteristics of the student (gender, self-esteem, level of intellectual 
development) 
- the characteristics of the teacher and his attitude to teaching 
- organization of the pedagogical process 
- the specifics of the subject (in this case, a foreign language) 
Based on the above factors, educational motivation can be divided into external 
and internal. 
Extrinsic motivation is not directly related to the content of the subject, but is 
due to external circumstances. Examples include: 

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- achievement motive - caused by a person's desire to achieve success and high 
results in any activity, including in the study of a foreign language. For example, for 
excellent grades, obtaining a diploma, etc.; 
- the motive for self-affirmation - the desire to assert oneself, to get the 
approval of other people. A person learns a foreign language in order to obtain a 
certain status in society; 
- identification motive - a person's desire to be like another person, as well as to 
be closer to their idols and heroes (for example, to understand the lyrics of a favorite 
group); 
- the motive of affiliation - the desire to communicate with other people. A 
person can learn a foreign language in order to communicate with foreign friends; 
- the motive for self-development - the desire for self-improvement. A foreign 
language serves as a means for spiritual enrichment and general development of a 
person; 
Internal motivation is not associated with external circumstances, but directly 
with the object itself. It is also often called procedural motivation. A person likes a 
foreign language directly, likes to show. Motivating students is a part of every 
teacher’s job. As a conclusion we can say that, while honey and vinegar may be great 
in the kitchen, the best kind of motivation comes from within your students 
themselves. When we encourage intrinsic motivation in the members of our classes, 
we set them up for success even after they leave our classrooms.