THE IMPACT OF MOTIVATION ON LEARNING ENGLISH FOR NON-NATIVE SPEAKERS

ILM FAN YANGILIKLARI KONFERENSIYASI OKTABR ANDIJON,2025 150 THE IMPACT OF MOTIVATION ON LEARNING ENGLISH FOR NON-NATIVE SPEAKERS Begimqulova Dilrabo Bahodir qizi Webster University in Tashkent, Tesol Teacher at PDP school, Tashkent Email: begimqulovadil[email protected] Annotation: Motivation plays a significant role in learning English as a foreign language. This thesis explores the role of motivation in the process of learning English among non-native speakers. Motivation is a key factor that influences learners’ success, persistence, and overall performance in acquiring a foreign language. The study analyzes intrinsic and extrinsic types of motivation and their effects on learners’ linguistic competence, engagement, and achievement. It also highlights practical methods teachers can use to enhance motivation in the classroom setting. This thesis provides valuable insights for educational stakeholders seeking tocultivate a vibrant and engaging learning environment for both teachers and stu-dents alike. Keywords: motivation, English learning, non-native speakers, intrinsic motivation, extrinsic motivation, language acquisition. In the modern world, English has become a global means of communication, education, and business interaction. For non-native speakers, learning English is not only a linguistic challenge but also a psychological process deeply affected by motivation. Motivation determines how much effort learners are willing to invest and how persistent they remain in the face of difficulties. Therefore, understanding the impact of motivation on English learning is essential for both teachers and students in achieving successful language acquisition. Before starting to learn a foreign language and at the very beginning, students are highly motivated. But in the process of mastering a foreign language, the attitude of students changes, as they need to overcome various difficulties. As a result, motivation decreases, academic performance decreases, which, in turn, negatively affects motivation. Studying the problem of increasing motivation in the course of learning English is now relevant [1]. The development of an informed personality with the capacity for self-determination and ongoing self-education is one of the main objectives of contemporary education. The educational system's creative methods are intended to guarantee students' success in their academic and cognitive endeavours, their professional autonomy, the establishment of universal human values, and the growth of the individual human being. In the educational process today, the teacher takes on a variety of duties and responsibilities that are far more complex but no less important than in a typical school. Two categories of motives are distinguished by M. Reichelt: internal (intrinsic) and external (extrinsic). The student's need for external well-being and desire to stay out of trouble are linked to external reasons. Evaluation and success (doing work to get a good grade), wellbeing (doing work because of parental pressure and to stay out of trouble), self-esteem, and assertion (gaining respect and authority in the eyes of others) are some of the external motivations for learning a foreign language [2]. Students' attitudes towards the course material and the educational process are linked to their internal motivations. This indicates that the learner actively and freely gains knowledge and abilities that are significant and beneficial to him [2]. ILM FAN YANGILIKLARI KONFERENSIYASI OKTABR ANDIJON,2025 151 R. Gardner distinguishes between two motivational orientations for learning a foreign language [3]: integrative motivation, which is linked to a desire to interact with speakers of the language and an interest in its culture, and instrumental motivation, which is linked to the pragmatic reason for learning a foreign language [4]. It should be highlighted how extrinsic and intrinsic motivations work in tandem, with external motivations promoting behaviour and interior motivations giving it personal significance [5]. Furthermore, the pedagogical process ought to be founded on the ideas of a student-centered approach [6], which necessitates the development of subject-subject relations, in compliance with the demands of contemporary didactics. In order to steer this process in the most beneficial direction, subject-subject conversation relations acknowledge the student as a subject and an accomplice in the pedagogical process. They also indicate that each student should fully realise their potential in their interactions with the teacher. For instance, the teacher should explain to the class the lesson's goals and, first and foremost, the tasks related to the speech mastery exercise. The foundation for the development of motivation and the effective completion of the assignment is students' comprehension and knowledge of why they need to study this or that information. Furthermore, it's critical that the assignment be understandable, captivating, and gives pupils a clear perspective on communication. Students' motivation affects their attitude towards learning activities, the outcomes of those activities, and the significance of what they learn and assimilate. Students develop communication skills when they learn a foreign language, which leads to the formation of foreign language speech abilities in addition to knowledge. The learning activities' cognitive components provide individual significance. Foreign language learners' conscious cognitive needs are the root cause. These demands are associated with the need to express one's thoughts, communicate in the language being studied, utilise the language both in writing and orally, and possess it. Therefore, the game's appeal as a teaching tool is a powerful strategy that stimulates cognitive function, which allows you to make the learning process interesting and exciting. R. Steiner wrote: "with children to the subject, and not with the subject to the children." We understand this statement as follows: with children it is necessary to be childish, and this means, playfully. Using a game as a motivator to learn a foreign language is a successful strategy that makes use of a foreign language instructor. Students are more inclined to play and communicate when this method is used and speech scenarios can be created. Thus, we can say that there isn't a clear and distinct definition for the game. In their writings, numerous scientists define it. However, every game presupposes a specific objective, rules, and level of enjoyment and amusement. Regarding the educational game, it is a meticulously planned work that calls for both cerebral and emotional fortitude. A person's internal needs, interests, emotions, goals, and objectives, as well as the existence of incentives meant to improve his activities, are the main sources of motivation. Given the importance of motivation in teaching a foreign language, the instructor must envision the methods and strategies by which it is developed in the classroom. As you are aware, a key motivator for teaching students a foreign language is interest. Children that are motivated to learn will overcome obstacles with ease, become proficient in the subject matter, and acquire powerful speech and other talents. Studying a foreign language, it is necessary to create such conditions in educational and cognitive activities that contribute to the development of a high level of cognitive interest in the study of English in the student. An important role in increasing motivation is played by various types of work used by the teacher in the lesson: lessons-discussion of various topics; lessons- ILM FAN YANGILIKLARI KONFERENSIYASI OKTABR ANDIJON,2025 152 communication on the Internet (effective as an option for self-preparation); round tables; miniconferences in groups; test lessons; presentation lessons. Several factors can influence a learner’s motivation to learn English: 1. Teacher influence. Teachers’ enthusiasm, feedback, and teaching methods significantly affect learners’ motivation levels. 2. Learning environment. A supportive, interactive, and culturally inclusive environment boosts engagement. 3. Cultural attitudes. Learners’ perceptions of English-speaking cultures can enhance or reduce their motivation. 4. Self-efficacy. Learners who believe in their own ability to succeed are more motivated to persist. Educators can apply various strategies to maintain and enhance students’ motivation: - Using interactive and communicative teaching techniques - Providing positive reinforcement and constructive feedback - Incorporating technology, multimedia, and real-life communication tasks - Setting achievable goals and celebrating small successes - Promoting learner autonomy and self-directed learning By combining these strategies, teachers can create a learning atmosphere where students feel confident, interested, and motivated to learn English effectively. Motivation has been proven to correlate strongly with learners’ performance and progress. Highly motivated learners tend to engage more actively in classroom activities, practice more outside the classroom, and develop stronger communication skills. In contrast, lack of motivation often leads to poor attendance, minimal participation, and eventual loss of interest. Conclusion In summary, a key factor influencing non-native speakers' success in learning English is motivation. Extrinsic and intrinsic drives both aid in students' development, but maintaining success requires striking a balance between the two. In order to develop and sustain motivation, educators, organisations, and students themselves all play important roles. To attain significant and long-lasting language competency, foreign language instruction should thus place a strong emphasis on comprehending and fostering motivation. Given the importance of motivation in teaching English, the teacher must be well-versed in the processes by which it develops within the framework of this educational establishment. It is unacceptable to oversimplify motivation while thinking about its issues and trying to figure out how to create it, as motivation is not created by teachers imposing prefabricated, outside-ofthe-classroom learning objectives and motives on their students. The establishment of conditions for the expression of internal learning impulses, students' awareness of these impulses, and the continued self-development of the motivational-value sphere are the primary components of motive formation. At the same time, it makes little difference what drives a student to engage in activities when learning a foreign language and culture. ILM FAN YANGILIKLARI KONFERENSIYASI OKTABR ANDIJON,2025 153 Various methods and means are used to create adequate motivation: verbal, visual, practical, but search and research are taking the leading role today. The formation of a strong motivation for learning is facilitated by play with its active use in the classroom. References 1. Bim I.L. 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