S C IE N C E A N D E D U C A TIO N
IN K A R A K A L P A K S TA N
К,ОРАК,АЛПОГИСТОНДА
ФАН В А ТА Ъ Л И М
ISSN 2181-9203
К.АРАК.АЛ П АК.СТАН Д А
И Л И М * Э М ТЭ Л И М
Н АУКА И О Б Р А З О В А Н И Е
В К А Р А К А Л П А К С ТА Н Е
к
Science and Education in Karakalpakstan
I,SSN 2181-9203
Science Magazine
Chicf Etlitor:
rcglOn...
Reltnov A'
Ll.LJtemtuatov
Erccutivc sccrctaru:
Sh.N.Abdinazirnov
Editoriul board:
Llazarbaer'.l l)r ol Ph- acndentic
,{r'irnbet0r' N. l.. l)' ol lrconr)I ic Scielrces
ILrrilrnranrbelor LR. I)octor of Gcogr-aplrv
..\tarrir,aznva ().,\. D ofnrodical scieuccs
..\lcLrrir, \l:. Dmtor of pedagoer
I lharrlullacr Kh. l)'of l:,corronric Scisrces
I inrartla Q.li. L)octor of law
I.lerdinrurali:rr,a ..\.K. Drlilrx ol Phrlosophr
.\lrdullaowr J,A. D'of IIisl. Soicnses
.{llanazalol K. PhD irr Goog;aphv
A\irnbr:tor, \1..1. PhD iu T,;clurical Soionccs
.\uczrx O. I).rntrx ol'Ioch. Sciences
IJairrrarrov K.L I)r'of lechnical Sciences
I],'ki;ra ( i. I}rctru,rl l'hilol,'Br
.Tarin'rbc1()v K.l I. Dtlclor of Philologl,
Isnravilert K.'\. Dr o1'phvs-t)taIh sclsllc,js
h;rllplrergonor, 11.'l. D'o{ Tech. Soionc,ls
Kallplrereorov :\.1. Dr of 'l'eclr. Sciences
Qdllvrir.azor, \{.Sh. }}r ofI'list. Scieuces
Kulanbaev K. l)octor t.rf Phikrlogr.
Krrtliribergenuv K.K. D' of phvs-ntalh soicuccs
[trsltier H. D trl Birrl Suicrrecs
\.larnbcln:rzrr|.L[ 8. S. L)r- ol .\gr. Sciurrccs
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/ l. Dr ol ps\clrol{)g\ scicnccs
()r-ipova \'1.H. l)r ofTech. Sciences
Paluanivazor, P.K. PlrD Flislo*
Rrzhap,x' .\. D'ofl'cch. Scienccs
Satlrrlliror',\. D' of phvsrnath soioncr;s. acad
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I lolbaev l. L)'o1'phvs-rrrallr scierroes
Shcnlluhanledovil \. l)octt:'r' ol Ph\losophv
F,gurrberdicv Ir. D' o1' tlootrorlic Scienccs
'i'lorurrurakl, (i. PlrD irr Philololrr
Ktrhelsirrxt D.T. lirD irr Plrilok'gr
Krrtbanbrer,
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A.[;., Rc]rrrov Q.D., Kaipbcrgcno\, r\.1'., Artiqov i\{.B.
Ilesearch ofthe process ofreducing sulhrr ra,ith application ola distiller liquid
'l'umunbo,v-.cv ILl,)., Ibnrgirnol A.TJI,, lishbol"cr' lU.l]. L.lnclsrnic species olflora Kuhitang
Ridgc
fioliev A.Il., .Ndylova A.'I., Alxlul'alihrninov LYu.,:\rtikl'ir O.N. Applioation ol'HPl_C
scparatiui nrolhocl ofqinscnosidcs rn a polllinvl alcohol-hondud stationar\,phasc...........,..
llegi:rnora Ii.It. lixn'eme lrtlrntlatv of the space r'rf seaklr, additive order preservine
I;uncliorrals ur the plaltc
Kudirvlrergenov Ii., llegianola Ii. I:ltlice afllne h<rlextntrtrphisrns o1' tte sltace of
oap{crllds
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Nhnrbetnirzlltv ll.S., Oteulier,,I.ll. I)eveloping in'igrtional svstetll cutnecled to biological
peculialilies of collott t-r'pes in the condjtion of Parlure-allLrvial soil of lte llepublic of
Karnk rl pnk ilrr
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Jurmr muratov R. l!. Irni phrgcnor .\.
lhe use ol conrputer progralns
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n)elhodology of teaching chentistrv based ou
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Tho slatonont ofstuclving ofthe
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I'irni-r'irzovu Sh.O, lirrrnrrlion ol-slutlenls' reading skills
,\dilova N. Clross ctrllru.ll rtanaslinlsllt and polituress in edrrcation procass at Kar.akalpak
75
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'r'srlr
-\llitn:rzarov f).T. Lullabv lis tr gcnre tlpr-: ol thc Karakalpak ualicrrral li_rlklor!
Kalicv N.\{. Thc rotaissanc,-r,;ra ol ths Khor,;zm .\ri;hilsr.;lurg
llolashevl A,'1. Inrplerltdllation of}rlipped Classroonr \.lodel in ltlSl,classes...
Shtrnutatovir lrl.S., ltubcysinova D.'l'. Pcculiarities of lhe lbmralion of Isiunic values iu lhe
Karakalpak 1}mi1v... ......
Kclimbao'a li. Role cil'courputers in leanring Euglish.
l{enlimuator.u [,.r\. Srgnilicanr,e r.rl'nrolivalion in Englislr language leaming process... ......
Iiutibaoa 8., Iltrlimova I'L Organi:z:rlionll antl l,ogal lbnns o1'stale adnlutislralion in lhc
lleld oftoulisrl in thc RepLrhlic ofl]zhekistan
Kube-vsinova D,T.,
Kutibrcvrr l,l.D., Nizannrtilirrov K.K., Qutlinturntov Ii.Q, Legal educatiorral clustcrs
elernent oftlre legal educaliorr svstelll in the republic ofKalakalpakstan.... ... .
r\lclov
O., Or,tzimlxtol Sh. Wa-r's ttnd lcollritlrrcs lo irrcrsasc lhe nrolivalir-n ol pupils i1
lix'ciun languauc lesson
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A,II.
45
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\Ilmbctnazat'ov B.IJ. F,t:ortotnir: I)evclttpnrcnt opporlunilios rn thc AgrrcullLrral
Ropuhlie ol Lrrakulptrkstut .. ..
Bckianova
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Pctlagogr'
1)ltl) in l)lrrl,l,'pr
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"lurmmut'atcx Nl,A. Noutronactivatiorr anal],sis aud Ilvdrogcochcntistn. of natrrral n'atcrs oi
thc Ilopuhlic ol Karakalpakslan... ... ... ...
Nulmurodov 1.1., Khudoyberrliycr' 1,.1., Akhtamou i\'l.Z lrrtostigttion ol'<tptirnunr
condilions ol lhc process of oLrtaining Thennal-.{lkaline phosplrates...
Slirlu L rrir
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outubinalitn til'rtibtrors lillod br'\ltnlmr-'rillutitc o{ *r-.rrakalpakslau............
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123
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WAYS AND TECHNIQUES TO INCREASE THE MOTI
OF PUPILS N A FOREIG]\ LANGUAGE
Summuryt. This article i,s about sl.rategies und lechnityugs that cun'h:Z'\fi' to
develop cognitive motives.fttr lectrningJ'orreign languctges in elementary^ .school.
Key words. Mativation, motive, strateg,t, techniclttc, gume, imuges, description,
s ong, di alogue, non-stand ard I esson.
Motivation is a theoretical construct used to explair-r behavior. [t represents the
reasons for people's actions, desires, and needs. Motivation can also be defined as
one's direction to behavior or what causes a person to want to repeat a behavior and
vice versa. A n-rotive is what prompts the person to act itt a certain way or at least
develop ar,r inclination for specific behavior. For exantple, when someone eats food to
satisfy tlre need of hurrger, or when a student does his/her work in sclrool because
they rvant a good grade. Both show a similar connection between what rve do and
why we do it [a].
The eflbctiveness of mastering a foreign language depends not only on the
pupil's strategy, but also on the teaching strategy. The maxirtllm etfect can be
achieved in harmony of these strategies. An imporlant factor helping to achieve this
goal is to increase the effectiveness of the teacher's pedagogical impact on pupils,
their communication in the lesson in conditions of complete social and psychological
compatibility. Each teacher rvants to make their occupation interesting and exciting,
to ensure that the cognitive interest of schoolchildren and their creative thought
activity develop.
How to make yorr lesson interesting, fascinating ard to ensure that children
leam language nraterial well and firrnly? After analyzing a rvide variety of techniques
for organizing educational activities, yolr can apply role-playing game, the game in
general, especially at the initial stage of teaching.
To achieve this goal, namely the development and improvement of
comnrunication skills of younger pupils, a game technique should be used in the
lessons. As you know, a ganre is a specially organized activity requiring a strain of
emotional and mental strenglh. The game always involves a decision - what to do,
what to say, how to win. The desire to resolve these issues sharpens mental activity.
And if the child speaks a foreign language, this opens Llp rich educational
opporlunities. Childlen do not tlrink about it. For them, the game is, above all, an
exciting experience. In the game everyone is eqr-ral. She is f-easible even to rveak
pupils. Moreover, a poorly trained pupil may be the first in the game. resourcefblness
and quick wit are here, at times, more important than knowledge of the subject. A
sense of equality, an atmosphere of enthusiasn and joy, a sense of feasibility of tasks
- all this enables children to overcome the shyress that prevents thenr from freely
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using the words of- a fbreign language in their speeclr, ald has a beleficial eft'ect on
leaming outcomes. The linguistic material is imperceptibly assimilated, and at the
same time a feeling of satisfbction arises - "it turns out, I can already speak alo'g
with everyone."
Thus, ganles in the educational process have great potential fbr the further
fonlation and activation of pupils' skills and creative thinking, cognitive activity.
Along with the galne teclrnique in the classroom, ruosr teachers .rse the
"lmages" teclrnique, which helps pupils develop speaking skills, creative initiative,
recreating the imagination of language skills, which are given special attention hele this is the ability to convey images using English, using forms of verbal and non-
verbal communications. The vocabulary of pupils is activated, an emotio'alintellectual attitude to the use of knorvledge in an unconventional communicative
situation is fonned.
The "Describe and depict" technique is one of the ways to engage pLrpils irr the
conlmunication process using tlreir own vocabulary in a foreign ianguage. This
teclrnique is urliversal, it can be used to consolidate vocabulary a,rd g.a,r,r ar.
[l:27]
To develop communication skills, we use songs. Tlre songs are intereitingio
pupils by lvhat tliey talk about and in rvhat musical fonn they are presented. Songs
motivate pupils to inform about something, to inquire, that is, the communication
factor slrould take first place.
When learning a song, pupils receive ltew infomration, whiclr stimulates
cognitive activity. For example, by leaming a song "Head, shoulders, knees... " pupils
will learn how parls of the body are called in English.
It is impossible not to mention the aesthetic motivation. It affects the fonnation
of positive feelings, emotions, develops imagination. All this is possible when pupils
are happy to intonate favorite song in a foreign language.
The use of songs encollrages:
. improving pronunciation skills;
' allorvs you to aclrieve accuracy in arlicr-rlation, rhythnr and intonation;
. deepens knowledge of tlre English language;
. enriches vocabulary;
. develops reading and listening skills;
. stinrulates nronologic and dialogical expression;
. develops both prepared and spontaneous speech.
Moreover, the song introduces into the process of leaming the language an
element of festivity, not traditionalism, which has a significant rmpact Jn the
emotional sphere of pr-rpils. It is clear that foreign language activity on the
background of music contributes not only to menrorizing tlre mateiial, br-rt also
relieves fatigr"re in the learning process.
When selecting content, it is necessary that the teaching material be emotionally
saturated, memorized. Clear, concrete images should be included in tle lesson
material. If pLrpils do not see pictr-rres of social life, cultr-rres, countries, people, then
they learn only verbal fomrulations, deprived of vital content, rvhich at. q.iickty
t1A
LLA
Science und Etlucution in Karukulpakstan 2019
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fbrgotten. In rvorking rvith pupils, in addition to the text of the textbook and teacher,
there is a rich opportunity to use video lessons. 12.551
The greatest interest alnong pupils is caused by communicative tasks related to
foreign language communication. Children remenlbet"words better if they have to use
them in speech. Dialogue in the English lesson serves as a motive for them to learn
new worcls. The resr-rlts shorv that communication techniques are a f-avorite activity of
participants in the classroom.
Despite all the variety of nrethods and techniqr-res in teaching English to yournger
pupils, there were still sonrc diffrculties. Teaching English to childrerr of prirnary
school age (grades 1 and 2) is based on their age and psychological characteristics,
namely: tatigue, involuntary attention, subconscious level of memorizatron. At the
same time, the rrrain difficulties in tl're development of communication skills include
motivational problems, such as:
- pupils do not have enough linguistic and speech means to solve tlre task;
- pupils are not involved in a collective discussion of the lesson for one reason
or another,
- pupils do not withstand the required amount of comnrunication in a foreign
language, especially poorly performing children.
Therefbre, it is necessary to take into acconnt the physiological and
psychological characteristics of children and provide for such Upes of work that
rvould relieve stress and fatigue. At the initial stage of leaming English, physical
activity is included in the lesson using various types of movenents and dances. But
dr-rring its irnplementation, the goal is set before pupils to remember lingr"ristic
rlaterial.
Tlre use of poems and rhymes allows yor-r to firrdy remember the basic
grammatical models and use them in everyday practice. In addition, the learning
process turns into an exciting game that maintains interest in this subject. [3:30]
Non-standard fonns of the lesson play a major role in maintaining and saving
interest in the subject, the development of cogrrrtive activity, and the transfer of
insr.ruction frorn teaching to managing independent educational and cognitive activity
of pLrpils. A non-standard lesson includes the rnost diverse, emotionally vibrant, nontraditional teaching methods and techniques that not only increase the motivation for
teaching children, but also serve to develop cer-tain abilities: the ability to recite
poems, developing pronlnciatron skills, and to stage a parlicular situation as a literary
one, lifb-like, singing in a foreign language, the ability to respond and give your
assessment in conversation, cormnunicate infbrlration about events and facts, observe
speech etiquette, become familiar with traditions, customs and cultural heritage of
English-speaking countries. All the activities of pupils in the lesson are subordinated
to the main comrnunicative goal of teaching English.
It is irnportant that the children be liberated, together with the teacher, "make" a
lesson, the knowledge and possession of the language and speech material by the
pupils determines the effectiveness of the formation of the communicative skills of
yoLlnger pupils, how much the rvillingness and desire of the clrildren to participate in
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intercultural communication in English. This is possible if the main form of
educational activity of pupils is not listening, speaking, reading or writing in a foreign
language, but lively and active communication rvith the teacl"rer and with each other.
In older to interest children in learning a foreign language, it is necessary to organize
such an educational process that would cause high motivation and ensure their
activity in the lesson. These methods and teclrniques that contribr-rte to the
development of broad cognitive motives in primary school age, because this age is
favorable for the developrneril of cognitive motives.
References
yanka na nachalnoy i sredney stupeni
angliyskogo
l. Bocharova L.P. Ign na urokax
obucheniya // inostrannre yazrki v shkole. Nr 3 fTekst] I - 1996 - s.26
2. Galskova N.D Teoriya i praktika obucheniya inostranntm yankam.M.,2004. - s. 55
3. Fursenko S.V Grammatika v stixax. // (KARO) 2005.- s.30
4. en.wikipedia. org/wiki,Motivati on#cite-ref- 1
Reqtume. Llshbu ntuqoladu boshlang'ich sin/da xorijiy tillurni o'rgani,shda
kggnitiv ntotivlami rivojlantirishga yordam beradigan strategiyalar va ttsluhlcrr
huclidu s0': hrtrudi.
Pesru.ug B omott cn?an1be onucuaarcmcg cmpanleeuu Lt mexHLtKLt, Komopue
.tto?))m nolrcqb pd.36u.mb KoeHunlltzubte .troml.utu {).'tn LByqe+utt uHocm.paHHux n3bwo+
6 t t eLte.tt bt toii utt<o.l e.
Kulit so'Zlur. Motivatsiycr, motiv, strategiya, ush'tb, o'yin, tasvirlar,
tavsil,
ksg, nou n'u nav i y d u r's.
Knnqeeote CilOBO, Momtt.eatp,ttT, J,tomu*, Cmpctmeeun, mexHunq, uapcl, o\pu3bt,
ot'rltcoHl,rc, n ecHtt, duu.loz, uecm uudapmu w tt ypoK.
c1o',s
hi
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