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

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN
REGIONAL CENTER FOR IN- SERVICE TRAINING
AND RETRAINING OF TEACHERS UNDER
THE KARAKALPAK STATE UNIVERSITY

“Admitted to defense”

Head of Regional Center:
____________________К. Ubaydullaev
«______»_________________2022 year
GRADUATION PROJECT WORK
on the theme “The main approaches of motivating learners in ESP classroom” was fulfilled by Baymuratova Sarbinaz, assistant teacher of Karakalpak State University
Supervisor:Ph.D. Seytjanov Jetkerbay


N ukus – 2022
CONTENTS
INTRODUCTION..……………………………………………………………….3


CHAPTER I. THEORETICALPART OF THE WORK ……………………...6

1. 
   Motivation and its principles in teaching process …………………………. 6
   
2. 
   The role of motivation in reading……………………...………………….. 20
   
3. 
   Motivational strategies related to reading texts ………...…...……………. 26
   

CHAPTER II. PRACTICAL PART OF THE WORK.………..……………… 34
2.1. The syllabus of the subject…………………………………………………...34
2.2. Sample of lesson plans and materials………………………………………37
2.3. Assessment specifications and self study tasks..……………………………46
2.4. Presentations……………………………………………………………… …54


CONCLUSION ………………………………………………………………… 57
REFERENCE .…………………………………………………………………. 60

INTRODUCTION

The first President of the Republic of the Uzbekistan in his report at the conference “Consolidation of effort – the pledge of success of reconstruction” told that we should clearly understand simple and obvious truth, that without arming our youth with knowledge, without teaching them to become professionals we cannot expect our country flourish. He told that we should think over the ways of giving them that knowledge, that we should use new ways.

In accordance with the decree of the President of the Republic of Uzbekistan on May 19, 2021, PD-5117 "On effective measures for the organization of stimulating the study of foreign languages" in higher educational institutions, the main task is to teach foreign languages, especially English, in accordance with the educational standards of developed countries, as well as ensure the fulfillment of the tasks set out in the decree [1].

This is one of the reasons why the PRESETT curriculum has been implemented in all higher educational establishments of philological field. The implementation of the curriculum had doubled almost all stakeholders’ jobs: educational authorities, teachers, teacher trainers, textbook designers, and etc. This document enables our learners to practice not only language aspects (grammar and vocabulary, pronunciation), but also all four language skills including reading, writing, listening, and speaking.

Our interest in investigating motivation in reading was prompted by the following question: How can the learners be motivated to read in English? For many students in an ESL context, where actual contact with the target culture is limited, reading can be the major source of input. As many researchers suggest, students need to read in substantial quantity not only in order to increase the amount of input but also to develop reading skills and knowledge. As motivation can be one of the key predictors of success in foreign language learning, a large quantity of research has been carried out in order to investigate what constitutes motivation and how it works.

Reading is widely accepted as one of the most important second-language skills as it offers language learners the opportunity to acquire a variety of lexical items, grammatical structures, and additional schematic knowledge. Although the ability to read effectively in a foreign language is widely viewed as one of the most important skills that a foreign language learner can possess, the teaching of reading poses a range of challenges, both pedagogical and logistical.
The present Qualification work deals with the ways and principles of motivating young readers in ESP classes which presents a certain interest both for theoretical investigation and for practical language use.