A Forming a Motivation for Independent Reading in a Foreign Language

International Journal of Trend in Scientific Research and Development (IJTSRD)
Special Issue on International Research Development and Scientific Excellence in Academic Life
Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
ID: IJTSRD38739 | Special Issue on International Research Development and Scientific Excellence in Academic Life Page 89
A Forming a Motivation for Independent
Reading in a Foreign Language
Hikmatova M. N
Associate Professor, Candidate of Philological Sciences, Head of ESP for
Humanitarian Subjects, Bukhara State University, Bukhara, Uzbekistan
The independent work of students of all forms and types of
educational activity. The purpose of independent work:
expanding the scientific outlook, mastering methods of
theoretical research, development of students
independence of thinking. Student and graduate of a
higher educational institution should not only acquire
knowledge on the subject of the program, master the skills
and abilities of using this knowledge, methods of research
work, but also be able to independently aquire new
scientific knowledge.
Many students independently read additional literature in
a foreign language? The survey we conducted showed that,
in general, the chairmen read books for additional
readings, magazine and newspaper articles. But all of these
students noted that they read sporadically, from time to
time. Only a few read systematically and purposefully.
One of the main reasons for this is lack of motivation. Most
of the students relate to reading as learning classroom
task. For most of them, reading in a foreign language has
lost its main meaning: obtaining information, broadening
horizons, raising the cultural level. Interest in reading falls
and students in their free time from classes are interested
in telegram information from internet other reason is
closely related to the first and consists in the fact that
when reading a foreign language text, students are faced
with difficulties they do not know the meaning of many
words, they often have to communicate with the dictionary
that they enjoy reading tiresome boring. In addition, many
students, especially weak and partly average students tend
to understand the meaning of every word, not being able
to separate the main word from the secondary, which has
no semantic meaning load.
There are other difficulties associated with finding
literature to read. Students note it’s difficult: to find
interesting reading materials, pick them out in the mass of
literature in foreign language parents great difficulty for
students.
There is, however, another side to the problem. While
reading in a foreign language to the first, second year does
not cause positive emotions in the majority of students,
nevertheless, they realize the importance of this type of
speech activity and would like to learn how to read well in
foreign language. Here now the students argue this desire:
“I want to read fiction in a foreign language”. I would like
to read newspapers and magazines in a foreign language in
order to better know what is happening abroad I am
interested in pedagogy (modern psychology, etc.),” It’ll be
useful”.
Undoubtedly, the certain reading material is provided by a
book for reading in a foreign language. Including in the
Modle and Hemis platforms, including teaching materials
on the subject of a foreign language. But it will not solve all
the problems. First, the initiative in reading a book comes
from the teacher, reading acquires mandatory. This
element of coercion negatively affects students’ attitudes
towards reading.
Secondly, students note that not all texts are interesting to
them. It is natural, so as it is practically impossible to
compose a book to read that would suit everyone’s taste. It
is difficult for students to navigate the book, to choose the
text they are interested in. An important factor there are
also musical difficulties that make it difficult to
understand, the reading process does not bring feeling of
satisfaction to teach students to read independently in a
foreign language. We see two directions to solve this
problem.
To form the motivation of the given type of speech activity,
to instill an interest in reading, to teach students to
overcome language difficulties in reading, to extract
information from the text.
The formed motivation for reading in a foreign language is
closely related to the activity itself. At the heart of
motivation for reading lies in the students’ awareness of
usefulness and necessity, and thing of satisfaction, which
the process of reading itself or obtaining the purpose of
reading. If the student gets satisfaction from the reading,
the reading process is successful, its turn will increase the
motivation for reading, since there is a tendency to switch
all motivational attitudes towards the most successful
activities. Motivation for reading has an impact on the
activities of students. Feedback also exists. In the process
of personality formation, there is another mechanism
change in motivation under the influence of gradual or a
rapid change in the sphere and conditions activities. An
important factor here is the activities that first goes
beyond existing needs, interests and then forms new
needs, interests and thereby changes the motivation. In
other words, at first student may not have a certain need,
stable interest in reading in a foreign language, but he
reads doe to some circumstances. Then in the process of
reading more stable motives appear that are adequate in
relation to this activity: interest in reading process, the
need for reading, the desire to obtain information. This
process allows the shift motive on purpose. Thus the more
actively the student is involved in reading in a foreign
language, the more he needs to read. In this case it is very
important that the student reads looking for the
interesting materials available in language, by reading
which students could fulfill their need for reading and
getting the necessary information. Skillfully selected and
well-processed interesting texts will contribute to the

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
development of students’ interest in the type of speech
activity represented in a certain system, they can be
included in a book of reading according to interest.
These texts should correspond to the age interests of
students, reflect interdisciplinary communication. It is
advisable to equip them an apparatus that helps students
to navigate themselves in texts from a point of semantic
side of what is being read, as well as a commentary that
partially removes language difficulties and making it
easier to understand when reading on your own.
The age characteristics of students are widely covered in
the methodological literature. It is noted that senior
students give more preference to literature that everyone
reads. The book becomes for them a means of knowing life,
people. The survey showed how the interests of the
students were distributed: scientific and fiction literature,
adventure and military topics; books that tell about the life
of peers, about education; works on the theme of love,
animal life, sports, etc. The students, as a rule, gives
preference to one or another subject of the university
cycle, reads additional literature on subjects. Reading texts
should be selected so that each student could find in books
for reading, materials of interest. It would be to combine
the texts into thematic sections.
For the student to be able to navigate the section, it is
advisable to give a summary at the beginning of each text.
The resume form can be different:
In a few sentences the main content of the text will be
shortly summarized.
In an abbreviated version of the beginning of the story
in the native language will be given.
With the help of a few sentences, the situation is
described, the reader will be taken up to date.
One or two sentences from the text reflecting the
main idea of the story, or the most important episode.
The main idea of the text will be given in a few
sentences.
Text can be compiled. It is desirable that they include the
element of fun. Reading and doing assignments should
certainly bring students a sense of satisfaction.
Assignment for text will help students to better
comprehend the reading highlight the main thing in the
content, understand the main idea, will stimulate mental
activity.
Tasks can be given at the beginning of the text, in the
middle or at the end.
The second task is important – teaching students to
overcome language difficulties in self-reading in English.
It is no secret that we almost do not teach the techniques
for reading to ourselves, introductory reading, to which we
often use our native language to extract the necessary
information. During introductory reading full accurate
understanding is required. The level of understanding may
vary (from 70 to 100%, including all basic information). It
is necessary to teach students to highlight “semantic
terms” in the texts, words and group of words that include:
Main content:
To classify information as important or secondary;
To understand the general logical outline of the
presentation;
To establish semantic relationships between parts of
the text;
To combine isolated facts into a semantic whole;
To develop the skills of probabilistic forecasting, etc.
Equally important is the task of teaching students viewing
reading in a foreign language, so that they can navigate the
flow of foreign language literature, choose those articles,
books that correspond to their interests.
It seems to us that the task of teaching various types of
reading in a foreign language should be solved in unity
with teaching types of reading in their native language and
can become the subject of a separate research.
Great help can be provided by the apparatus for removing
lexical and grammatical difficulties.
In existing books for reading, the word, regardless of its
repetition, is emphasized in the text and is given with
translation after the text once, when it is first encountered.
But hardly a student remember this word for the first time
and, having met through several pages, will recognize and
remember the meaning. After all of sequences with the
word could pass more than one week. Naturally, the
student will refer to the dictionary.
Thus, the student cannot negative new words in terms of
their repeatability. In this text or section and, accordingly,
cannot determine which words should be memorized as
they will often be found on subsequent reading.
In addition, in existing reading book, all new words are
represented in the same way. In the text there are words
whose meaning cannot be guessed and words, the
meaning of which is determined by analogy with the
words of the native language or through analyses word-
forming elements.
The unfamiliar word (and derivatives from it), which is
often found in a given text or section. We suggest adding it
to the glossary, with translation and transcription before
the text. A word that only means once. We also
recommend putting it in the it the glossary.
Each word (and all its derivatives) of the first group should
be analyzed from the point of view its repeatability in this
text (in a thematic section). We consider it inappropriate
to take into account the repetition of vocabulary in all
books for reading, as students will select only separate
sections for self-reading.
We do not recommend adding the words of the second
group (the meaning of which is easy to add) to the list new
words and comment. Words, the meaning of which will be
defined with some difficulty, it is advisable to give with
translation and transcription at the end of the text into the
glossary.
When presenting a new vocabulary at the beginning and
end of the text, it is necessary to include its repetition ( by
the number in brackets) within the text and the entire
section. Students’ will be able to play more attention most
often occurring word.
When creating an apparatus that makes it easier to
understand the content while reading independently into
account the fact that not all words and sentences in the
text carry an equal informative load, not understanding
the meaning of several sentences, and this, however, does

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
not interfere with understanding the content as a whole,
retrieving the necessary information. Sometimes the
misinterpretation of just one word or one phrase can lead
to the fact that further reading becomes meaningless,
when self-reading there is no one correct these mistakes, it
would be advisable to highlight in the text (possibly in
italics) semantic terms containing basic information. When
reading, students concentrate their attention.
This is especially helpful for medium and weak learner, for
whom independent reading in foreign language presents
difficulty.
Conclusion
So, we looked at several aspects of independent work and
we hope that such a system of texts, from which the
student can choose the section of interest to him an
apparatus to facilitate understanding of reading will help
to some extent solve the problem of reading independently
in a foreign language.
List of used literatures:
[1] Grechukhnia T. I. Merenkov A. V. Independent work
of students: types, forms, assessment criteria.
Ekaterinburg Publishing of the University. 2016.
Since 16.
[2] Pozdeeva E. K. About independent reading of
students in a foreign language. Foreign languages at
school.1992. №4
[3] Shcherbakova E. V. Independent work of Students
as the most important component of the
organization of educational process at the
University, Young scientists. 2010. №8 188-190

A Forming a Motivation for Independent Reading in a Foreign Language

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A Forming a Motivation for Independent Reading in a Foreign Language