MOTIVATION FOR STUDYING FOREIGN LANGUAGES IN HIGHER EDUCATIONAL INSTITUTION

• Світлана Денисова

  Луцький педагогічний коледж

• Оксана Кузьмич

  Lutsk Pedagogical College

• Ірина Ніколаєва

  Lutsk Pedagogical College

The article considers the problem of motivation of educational activity, one of the most theoretically developed in pedagogy and at the same time one of the most difficult in practice of educational process. The description and generalization of the basic kinds of motivation, its structure and a role in training of a foreign language in high school is carried out, the basic characteristics of motivation and their communication with process of training are considered. Motivation is seen as a managerial activity in learning a foreign language, as one of the main problems of teaching methods. Foreign language as a discipline has a number of specific features, and one of them is the mastery of a foreign language by learning the ability to communicate in a foreign language. In today’s conditions, the relevance of learning a foreign language is beyond doubt, as the new political environment, expanding international cooperation and international contacts, holding conferences in higher education institutions with the participation of foreigners require students to have a deeper knowledge of a foreign language.

The problem of students’ motivation to study foreign languages while studying in a higher education institution has been studied. A number of studies have been conducted to determine the extent to which the teacher’s relationship with students affects the formation of motivation to learn a foreign language. The available types of motivation are described. Various ways to create motivation are proposed.The results of the conducted researches are given. The dominant role of motivation in the process of learning foreign languages by students is pointed out. The role of the level of pedagogical skill of the teacher, who contributes to the motivation of students to learn foreign languages, is considered separately.

The problem of motivation during the study of a foreign language is considered, because the study of this subject requires the student to have a certain base and special communication skills. Usually this causes some difficulties for students and motivation decreases. Therefore, if we consider motivation as one of the most important driving forces in learning a foreign language, it should be emphasized that motives belong to the inner sphere of the individual and are determined by his internal motivations. Hence all the difficulties in motivating from the outside, because a person will be able to learn a foreign language only if he feels the need for it, or, in other words, will be motivated.

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