MECHANISMS OF FORMING ENGLISH LANGUAGE COMPETENCE THROUGH IDENTITY AND MOTIVATION-BASED INSTRUCTION

Abstract:

In the process of English language learning, students’ identity and motivation play crucial roles in shaping their progress, confidence, and communicative competence. In the Uzbek EFL context, where learners encounter English mainly in academic settings, instruction must go beyond grammar and translation to address affective, motivational, and sociocultural dimensions of learning. This thesis explores mechanisms through which identity- and motivation-based instruction fosters English language competence. It integrates insights from Krashen’s Affective Filter Hypothesis [1, p. 3], Vygotsky’s Sociocultural Theory [2, p. 27], and Dörnyei’s and Norton’s models of motivation and investment [3, p. 52; 4, p. 41] to demonstrate how teachers can support adolescent learners in achieving more confident, autonomous, and communicatively competent language use.