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Djumaeva G.A.
an associate professor of Karshi engineering and economics institute, Uzbekistan
TEACHING ENGLISH TO ADULTS: KEY ASPECTS OF MOTIVATION AND THE EDUCATIONAL PROCESS
Annotation
Teaching English to adults has become a pressing issue in contemporary education. This article addresses both external and internal motivational factors, presenting statistical data on why English has become a primary focus for learners worldwide. By understanding the motives behind adult English learning, educators can design more effective educational strategies, leading to the development of communicative competence, the main objective of such learning. The success of language acquisition relies on well-structured lessons, teacher expertise, course organization, assessment methods, and alignment with learners' needs.
Keywords: adult education, motivational factors, communicative competence, educational interaction, assessment methods, language for specific purposes, vocabulary development, classroom practices
Adult education, particularly in foreign languages, is a global priority. In modern Uzbekistan, there is a growing interest in learning various world languages, especially Oriental languages. However, globalization and the opening of international and cultural borders have placed English at the forefront of language learning efforts.
Various online surveys show reasons that drive adults to learn English, with the most common ones being:
1. The vast number of native English speakers, making international communication easier.
2. English as a key tool in business, which is now essential in the global professional landscape.
3. English as the language of technological advancement.
4. English as the dominant language of the internet and virtual communication, linking people from different cultures worldwide.
Current trends suggest that economic motivations are the strongest driving force behind adult English learning. A recent study revealed that nearly 60% of senior executives in Uzbekistan believe it is crucial to improve their employees' English skills for successful integration into global business. Moreover, countries experiencing rapid economic growth increasingly value professionals with strong English proficiency. Notably, China, India, Indonesia, Pakistan, Brazil, and several African nations are leading in English language education, followed by countries like Russia and Uzbekistan.
Despite business and economic goals being prevalent, adults also pursue English for personal reasons, such as traveling, reading English literature, assisting
children with their education, or improving job prospects. For some, learning English is also a fulfilling way to spend their free time. In summary, English learning is not just about acquiring knowledge but also about building self-confidence and opening doors to success.
Swiss economist Bruno Fry emphasized the importance of intrinsic motivation, stating that people are not motivated solely by external rewards. In adult education, understanding the learner's deeper motivations is crucial to developing effective programs. Barvenko (2004) highlighted that adult learners, driven by specific interests and pragmatic goals, require an approach that integrates their educational needs into their life contexts.
Recent publications in Uzbekistan on adult education systems for foreign language learning identify three common models:
1. Corporate models, designed by large companies to enhance employee skills.
2. Specialized models, such as professional training institutes or specialized courses.
3. Virtual models, using digital and online learning technologies.
These models coexist and often complement one another. In Uzbekistan, short-term, intensive courses have become particularly popular, with many adults opting for four-week English courses, attended by about 65% of learners aged 21 and older. There has also been significant growth in private language schools. Like in many countries, the government in Uzbekistan is increasingly involved in adult language education, with postgraduate education receiving attention. The Russian government has also emphasized the importance of English proficiency for civil servants.
Western and Russian research on adult English education underscores several critical aspects:
• Adult education requires an understanding of specific psychological principles, making the study of andragogy relevant.
• Course design must align with the learners' goals, focusing on the development of communication skills.
• The bulk of learning happens in the classroom, where educators must be prepared to meet high intellectual and physical demands.
• Learning materials should maximize classroom time efficiency, as adult learners often face time constraints.
• Teaching methods should activate language use and meet student needs, with motivation being a key driver of progress.
• Vocabulary development should be prioritized to encourage practical language use in speaking and writing.
• Many adult learners study English for specific professional purposes, requiring specialized teaching strategies.
• Teachers should be prepared to work with students of varying language levels, with an effective assessment system that motivates learners through regular feedback.
Adults, as a demanding audience, often expect quick results, which places a significant responsibility on both teachers and learners. The success of adult language learning hinges on the use of modern teaching methods, technologies, and communicative competence. However, adult education is still an evolving field, often based on outdated university teaching methods, which are not always effective. The role of the teacher is critical in shaping the educational interaction and maintaining motivation, making the professional development of teachers a key priority.
Conclusion. Teaching English to adults requires a nuanced approach that recognizes their unique motivations, challenges, and learning preferences. Adults often approach language learning with clear goals, whether for professional growth, personal development, or cultural integration. Harnessing this motivation through relevant, goal-oriented instruction is critical for fostering engagement and success.
The educational process for adult learners should prioritize practical and communicative methods, drawing on their life experiences and providing real-world applications. Flexibility in instructional design, coupled with personalized feedback and a supportive learning environment, can help overcome common barriers such as time constraints, anxiety, and varied language proficiency levels.
Moreover, integrating technology and diverse resources into lessons can enhance accessibility and enrich the learning experience. By combining these strategies with an understanding of adult learning theories, educators can empower their students to achieve linguistic competence while building confidence and independence in using English.
In sum, effective teaching for adult learners hinges on a balance between motivation and tailored pedagogy, ensuring that the learning journey is both meaningful and impactful.
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