Motivational component in teaching foreign languages in Russian universities

Makarova Anna ORCID: 0000-0001-7624-8267 PhD in Philology Associate Professor, Department of Linguistics and Intercultural Communication, Moscow International University 17 Leningradsky Prospekt str., Moscow, 125040, Russia anyakon@mail.ru Other publications by this author

Introduction.

According to Abraham Maslow's theory of personality motivation (1943), at the top of the pyramid of needs is the self-realization of personality, which is associated with motivation ^[1]. And motivation formation is a long process that develops conditionally in three stages.

At the first stage, the student is presented with the value of self-development. Next, the stage of acceptance or non-acceptance of this value by a person unfolds. It is only at the third stage that the activity component of learning is realized, when a situation is created that involves overcoming difficulties and prompting to apply a certain value. Thus, over and over again, a behavior model is formed based on this value ^[2].

The formation of the value of students' foreign language communication skills involves solving the following tasks:

1. Formulation (presentation) of the value of foreign language communication skills.

2. The creation of certain communicative situations, the use of techniques and models to realize the value of foreign language communication.

3. Organization of activities in the framework of foreign language communication.

The subject of this research is motivational strategies and methods that can be used by teachers to support and develop students' motivation in learning a foreign language.

The purpose of the study is to study in depth the factors influencing the motivation of university students to learn foreign languages and to develop practical recommendations for more effective work of university teachers and management in training translators and teachers of foreign languages.

The objectives of this study included the following:

1. Identification and analysis of factors that positively or negatively affect the internal and external motivation of students to learn foreign languages.

2. Development and evaluation of the effectiveness of methodological approaches, programs and tools that contribute to stimulating students' motivation to learn foreign languages.

3. Considering the family and the teacher as a source of motivation for students to learn foreign languages.

4. The study of the impact of the prospect of acquiring professional skills on the degree of motivation of students to study. The research aims to help understand how to maintain and strengthen motivation to teach translators and teachers of foreign languages in the long term.

5. Review of existing scientific research on this topic to broaden horizons in the context of the motivation of Russian university students to learn foreign languages.

Methodology. As part of this study, a combination of different methods was used to obtain a more complete picture of motivation to learn foreign languages, which allowed us to establish which factors influence a student's desire and interest in the learning process.

At the first stage of the work, a motivational conversation was conducted-interviews with students from 14 groups of the "Linguistics" direction of the "Translation and Translation Studies" profile (7 groups from 1 to 4 years of study), as well as the "Theory and Teaching methods" profile (7 groups from 1 to 4 years of study). The conversation with the students allowed us to ask open-ended questions and find out more detailed and in-depth motives and interests of the students for learning. A number of structured interviews were conducted, as well as unstructured conversations.

In addition, the focus group method was used, in which groups of students divided small groups of students to exchange opinions and ideas about the factors motivating them to learn foreign languages. The focus groups helped to identify the motivational factors and preferences of the students through discussion and interaction between them.

During the group talks, students were asked what motivates them to learn foreign languages, as well as what are demotivating factors in their learning activities. The answers given by the students were varied. The teacher drew the students' attention to the fact that some of the variants of these answers concerned external motivation, some of the mentioned motivating and demotivating factors expressed the degree of internal motivation of the students ^[3].

At the next stage of the study, students performed individual written work. The task was to describe the factors that motivate and demotivate them personally in teaching foreign languages.

The third stage of the study included the analysis and processing of the results of written responses from students and the development of a questionnaire based on the collected material.

At the fourth stage of the work, a survey was conducted with the involvement of an expanded contingent of students. During the survey, participants were asked to mark the items that reflect their expectations, goals, interests, and expected benefits from their studies. At this stage of the study, students from 45 groups of the "Linguistics" field of study were involved: 20 groups studying in the "Theory and Methods of Teaching" profile and 25 groups studying in the "Translation and Translation Studies" profile. A total of 1104 students participated in the study.

The fifth stage of the study consisted in analyzing and processing the results of the survey and compiling tables of statistical data based on the results of the study (see Appendix 1).

Another method used in this study is the observation method. Observing the behavior and actions of students during training revealed some factors that affect motivation, such as the level of activity, participation in group and pair discussions, emotional satisfaction with achievements, reaction to evaluation of achievements, and other indicators of enthusiasm for learning.

The results of the study.

Motivation plays an important role in teaching foreign languages, as it encourages students to study the language diligently and helps them achieve better results. Learning a foreign language can be an exciting and inspiring experience, but sometimes students face difficulties in maintaining motivation throughout the learning process. So, what are the key factors that can help students stay motivated and succeed in learning foreign languages?

They separate internal and external motivation.

Intrinsic motivation is a powerful factor that can play a crucial role in achieving success in this process. Learning foreign languages requires time, effort, and a constant commitment to development. Let's look at what intrinsic motivation is and why it is a key factor in learning foreign languages.

Intrinsic motivation is the drive and satisfaction that a person gets from the very process of learning a language, not just from external rewards or recognition. It is an inner force that motivates a student to continue learning, even when faced with difficulties ^[4].

1. Autonomy and self-determination: One of the key aspects of intrinsic motivation for 73% of students is a sense of autonomy and self-determination. When a student chooses the goals, teaching methods, and topics that interest them, they feel more responsible and in control of their learning process. This, in turn, stimulates his internal motivation ^[5].

2. Satisfaction from achievements: Successes and achievements in the process of learning a foreign language are a powerful source of internal motivation for 75% of the MMU students surveyed. When a student realizes his progress and improvements, he gets satisfaction from his achievements, which motivates him to continue working hard to improve his skills ^[6].

3. Intellectual and emotional development: Learning a foreign language contributes not only to the development of communication skills, but also stimulates the intellectual and emotional development of 97% of students. Learning new words, grammatical structures, and culture broadens his horizons and abilities. This in itself is a powerful incentive for internal motivation ^[7].

4. Striving for self-development: 84% of students with intrinsic motivation strive for continuous self-development and self-improvement. They see learning a foreign language not only as a task, but also as an opportunity to expand their knowledge and skills, as well as improve their cultural competence.

Intrinsic motivation is the secret to success in learning foreign languages. When a student finds inner strength and passion for learning, difficulties become only temporary obstacles. It supports continuous development and turns the process of learning a language into a pleasant journey that brings inner satisfaction.

External motivation is no less important and often inspires students on their way to mastering foreign languages. Extrinsic motivation plays an important role by providing the student with external incentives and rewards. It can complement and support internal motivation, helping students achieve success. Let's look at what factors of external motivation can be useful in teaching foreign languages.

1. Recognition and praise from teachers, parents or colleagues is noted by 77% of the students surveyed and is a powerful incentive for the student. After seeing the results of their efforts, the student receives satisfaction and an incentive for further development. Praise can be expressed in the form of diplomas, certificates, or just words of gratitude ^[8].

2. Providing students with the opportunity to put the language they are learning into practice inspires 89% of the survey participants to continue their studies. This can be organizing an international student exchange, traveling, or participating in international projects where students can use their language skills in real life. It is important to show students how they can use their knowledge of a foreign language in real life. For example, you can arrange communication with native speakers, visit a country where the language you are learning is spoken, or give examples of situations in which knowledge of a foreign language will be useful to students in the future. Students often find great motivation in using language in practice, especially in real communication situations. Interacting with a native speaker or other students who are also learning the language helps students feel the value and effectiveness of their learning ^[9].

Defining a specific goal and understanding how a foreign language can be useful in everyday life are strong incentives to learn. For example, a student may set a goal to communicate fluently in a foreign language while traveling or expand their career opportunities. Understanding the practical application of the language helps students see its value and stimulates learning efforts.

3. Competitions and awards: The organization of competitions and the presentation of awards are noted as an additional, and sometimes the main incentive for 63% of students. Participation in linguistic competitions, Olympiads, and other programs, as well as awards for achievements, help students feel an external incentive and strive for better results. By setting small achievable goals and rewards for students when they achieve these goals, the teacher can effectively motivate their learning. For example, when studying each new grammar topic, a student can receive a star or a stamp in their progress log. This helps students to see their achievements and stimulates them to new successes ^[10].

Classroom games and competitions add an element of fun and stimulate learning. This can be a competition for knowledge of words, grammar, or communication skills that help students engage in learning. The use of games, quizzes, contests and other interactive methods of work during classes makes the learning process more exciting and allows students to achieve success and progress. Gamification of the learning process is especially relevant at the stages of consolidating the studied material and controlling speech skills ^[11].

Gamification as a motivating factor in learning foreign languages can become an effective tool that stimulates and motivates students to engage in active and productive activities. Gamification of the learning process involves the use of game elements in a non-game environment. In education, gamification is used to create educational games and tasks that help students to be motivated and involved in the learning process of a foreign language. It creates an atmosphere in which learning becomes interesting, entertaining and fun ^[12].

One of the main advantages of gamification in teaching foreign languages is the individualization of the learning process. Game tasks help to adapt the learning process to the individual needs of each student. Thanks to this, students can be on their own level and move forward according to their abilities and capabilities.

Educational games make the learning process more exciting and exciting, create a competitive atmosphere and the opportunity to receive rewards or reach a new level. This encourages students to complete assignments and develop language skills. In addition, educational games allow students to apply the acquired knowledge in practical situations, which contributes to deeper memorization and understanding of the material ^[13].

Gamification also contributes to the development of students' communication skills. Often, game tasks require cooperation, communication, and information exchange between participants. This helps students improve their ability to communicate effectively in a foreign language, develop listening and speaking skills ^[14].

Finally, gamification allows students to observe their progress and achievements. The progress tracking system can be integrated into a game application or platform where students can see their achievements, scores and levels. This gives them a sense of progress and success, which encourages them to pursue further studies and learn the language more seriously ^[15].

4. The support of the social environment, including friends, family or colleagues, has a strong influence on the external motivation of 82% of the survey participants. Communication with people who share his interests and goals creates an atmosphere of support and inspires the student to further achievements.

5. Structured goals and plans: Setting clear goals and realizing the benefits that students will receive from learning a foreign language are important motivating factors for 68% of students. Students should see what opportunities open up to them if they have proficiency in a foreign language, and what advantages this will bring to their career and personal life ^[16].

Setting structured goals and plans can help students stay motivated. For example, a student may set a goal to pass a certain language exam or achieve a certain level of language proficiency by a certain date. These goals and plans create clear guidelines and encourage the student to achieve results. It is important that the teacher helps students identify their language learning goals and develop plans to achieve these goals. Learning a foreign language can be a difficult and time-consuming process, so clear goals will help students stay motivated throughout their studies.

Extrinsic motivation in learning foreign languages can be a powerful tool for inspiring and stimulating a student. It complements internal motivation and helps the student overcome difficulties by being aware of external rewards and recognition. It is important to maintain a balance between external and internal motivation so that learning foreign languages becomes a pleasant and inspiring experience.

It is undoubtedly important for higher school teachers to see the differences between the motivation of schoolchildren and university students in teaching foreign languages ^[17], which are due to the following factors:

a) Compulsory education: In many countries, teaching foreign languages at school is compulsory, and students may experience external pressure or a source of motivation in the form of grades and curriculum requirements. At the same time, university students who choose a foreign language as their subject often do so voluntarily out of interest in the language and culture of the country concerned.

b) Learning goals: For schoolchildren, the goals of learning foreign languages may be mainly related to passing exams and getting high grades, as well as to further educational opportunities or career prospects. University students, on the other hand, often study a language for more specific purposes, such as studying the linguistic and cultural aspects of a particular country, preparing for an internship or work abroad, or learning a language as part of their chosen profession.

c) The level of maturity and responsibility: University students are usually more mature and independent than schoolchildren. They have more freedom of choice, control over their studies, and the opportunity to choose foreign languages to study. This may affect their motivation and the degree of diligence in learning the language.

d) Practical benefits and communication with native speakers: For university students, especially those who plan to work abroad or immerse themselves in an environment where the language they are learning is used, motivation is associated with practical benefits and the possibility of applying the acquired knowledge in real life. Due to the limited communication opportunities with native speakers, such motivation may be less pronounced among schoolchildren.

5. Socio-cultural factors: Interest in certain countries and their cultures also influences the motivation of schoolchildren and university students. Schoolchildren may be more receptive to new cultural claims and excursions, while university students often have the opportunity to learn a foreign language and related cultural aspects in a deeper and more informed way. Interest in the culture and history of the country where the language being studied is spoken becomes a powerful source of motivation. The more schoolchildren and students learn about culture, literature, music and cinema related to language, the greater their involvement and motivation in learning foreign languages ^[18].

Despite the differences in motivation, it is important to stimulate and maintain the interest of both students and schoolchildren in learning foreign languages, as language skills can become a valuable asset in their personal and professional lives.

6. Family is indicated as a powerful motivating factor in learning foreign languages by 59% of students. Here are some ways to stimulate a student's interest and motivation to learn a foreign language in the family.:

a) Support and praise: When the family supports the student and praises him for his success in learning a foreign language, it strengthens his confidence and motivation. When a student sees that his efforts bring results and recognition from relatives, he becomes more interested in continuing to learn the language.

b) Communication in a foreign language: If family members communicate in the language they are learning or support the student in his foreign language practice, this helps him to gain more opportunities for foreign language communication and confidence in his skills. When a student sees that his relatives communicate effectively in a foreign language, it stimulates his desire to master the language at least as well.

c) Travel and interests: Family trips or common interests in foreign-speaking countries or cultures can be an additional motivating factor for the student. They may perceive language learning as a means to better understand and interact with the world around them. This may be a reason for the student to continue studying and improving in a foreign language in order to travel to the country he is interested in or realize his interests.

d) Common goal: If all family members share a common goal of learning a foreign language, this can be a source of strengthening the motivation of the student. Mutual support and encouragement of each other in achieving language goals can be a very powerful motivating factor.

e) Example and inspiration:When a student sees that his parents or other relatives have good language skills or are successfully learning a foreign language, this may lead him to want to achieve the same results. The example of successful relatives or friends can be inspiring and motivating for a student.

In general, the family is of great importance in supporting and stimulating a student's motivation to learn a foreign language. Support, communication, common goals, and successful examples can help strengthen a student's interest and motivation to succeed in learning a foreign language ^[19].

7. The teacher plays an important role as a source of motivation for 85% of students in the process of learning foreign languages. It must be remembered that motivation is individual for each student, so the teacher should communicate more with students in order to find out their interests and needs, and adapt their methods of motivation to them. Thus, a teacher can be a source of motivation for students ^[20].

a) Creating a supportive and friendly atmosphere: The teacher should create an environment in which students feel comfortable and confident, so that they are more inclined to actively participate and use the language they are learning. Learning a foreign language in a group or with an exchange partner can increase a student's motivation. Interaction with other students, group support and collaboration, exchange of experience help to create a favorable learning environment. Discussing progress and achievements with fellow students also stimulates the student to new successes ^[21].

b) Setting realistic and achievable goals: The teacher should set goals for students that are realistic and achievable within their level of knowledge. Regular achievement of goals helps students to feel their own successes and see progress in their studies. It is important to keep updating goals and rewards. Setting small, achievable goals and rewarding students for achievements will help maintain motivation throughout the learning journey. For example, students can be rewarded with a trip to the cinema or a favorite book in a foreign language.

c) Constant feedback:The teacher should regularly give students feedback on their successes and improvements. It can be positive in the form of praise or constructive in the form of pointing out mistakes and possible areas for development. Receiving feedback helps students understand their strengths and weaknesses and continue to develop. Praising students for their achievements in language learning and supporting them when they have difficulties help students overcome obstacles ^[22].

d) Progress assessment: The teacher develops a student achievement assessment system that has clear criteria and allows students to see their progress over time. This helps students evaluate their progress and encourages them to further improve their speech skills. Reward and praise for achievements are powerful motivational factors. Teachers can use positive reinforcement, such as rewarding students for successfully completing assignments or encouraging them to participate in projects. This helps students feel more confident in their abilities and continue to develop ^[23].

e) Using a variety of teaching methods: A teacher should use a variety of teaching methods to ensure that learning approaches are consistent with students' different learning styles. Monotony and monotony reduce a student's motivation. Therefore, using a variety of learning methods, such as reading, listening to audio materials, watching movies, using intensive work methods, project activities, collective learning methods, and interactive online resources, helps to maintain interest and engagement in the learning process. Varying materials, assignments, and activities helps keep students interested and motivated. By providing students with a variety of materials to study, such as films, songs, books, and podcasts, the teacher takes into account the interests of students and helps them find materials that engage them and help them master speech skills ^[24].

f) Involving students in the decision-making process: The teacher can involve students in making decisions about their studies, for example, about choosing a project topic or using certain educational materials. This helps students feel their active role in learning and enhances their motivation and responsibility.

g) Personalized learning: Learning a foreign language should be related to the interests and needs of students. Teachers can use different methods and lesson content to make them more interesting and relevant for students. For example, use materials from modern culture, videos, music, and interactive games that reflect students' interests. Taking into account the individual needs and interests of students can significantly improve their motivation. Teachers can help students set their own learning goals and plans, as well as provide personalized materials and learning approaches.

8. The development of professional translation skills is an important aspect of motivating 91% of students studying in the field of "Translation and Translation Studies" to study. Here are some key aspects of motivation in training translators:

a) Understanding the importance of the profession: Future translators who are motivated to learn realize the importance of their profession and its impact on society. They understand that translation plays a key role in the implementation of intercultural communication and promotes mutual understanding between people ^[25].

b) Purpose and planning: Future translators have a clear learning goal and an understanding of how this goal will help them develop their translation skills. They develop an action plan to achieve this goal, set milestones, and evaluate their progress.

c) Passion and interest: Good motivation arises from passion and interest in the learning process. Translation students find satisfaction in learning new translation techniques and techniques, as well as in the process of expanding their knowledge of language and culture.

d) Stimulating environment: Translation training should take place in a stimulating environment where students receive feedback and support from experienced teachers and colleagues. Positive support and recognition of success help to increase motivation.

e) Opportunity for growth and development: Translators should see development prospects in their profession, for example, the opportunity to work on various types of translation or specialize in a particular field. The opportunity for continuous growth and development stimulates learning.

f) Practical application: It is very important that translators see what practical results they can get from their training. For example, a translator can apply new translation skills to real projects or get a decent job in the field of translation.

The combination of these factors helps to create motivation among translation and translation studies students and support them in the process of learning and developing professional translation skills.

9. Motivation plays an important role in teaching foreign languages, especially when it comes to future foreign language teachers. Teaching a language requires a high level of knowledge and skills, as well as the ability to transfer this knowledge to others, which is noted by 79% of MMU students in the "Theory and Methods of Teaching" field of Linguistics.

a) One of the key motivating factors is a passion for languages. Future teachers of foreign languages show interest and desire to study different languages and cultures. The interest in different languages is motivated by the desire to understand and interact with other cultures, expand their horizons and enrich their life experience. The passion for languages helps future teachers overcome the difficulties associated with learning a language and continue to develop in this field ^[26].

b) For future foreign language teachers, an important motivation factor is also the desire to help others learn a new language. It is important to understand that teaching a foreign language can inspire and improve the lives of others. Motivation from the sense of satisfaction and achievement gained from helping students becomes a strong driving factor for future teachers.

c) Confidence in one's language skills also plays a significant role in motivating future foreign language teachers. The better a future teacher learns a foreign language, the more confident he is in his ability to successfully teach this language. Language proficiency affects the ability to explain complex concepts, correct mistakes, and inspire students.

d) Social and professional realization are also motivating factors for future foreign language teachers. Students interested in a career as a foreign language teacher strive to develop their professional skills and become active participants in scientific or practical research in the field of language teaching. They are also looking for opportunities to participate in conferences, seminars, and trainings to expand their knowledge and experience ^[27].

Summing up, it can be concluded that the motivation of future foreign language teachers to learn languages is based on a passion for languages, a desire to help others, confidence in their own skills and the possibility of achieving professional realization. In the presence of these factors, future teachers not only improve their own language skills, but also become a source of inspiration and motivation for their students, helping them achieve success in learning a foreign language.

10. Multi-language proficiency: Motivation in teaching polyglots plays a key role in achieving success in mastering several languages for 56% of the participants in the MMU study. Along with English, students of Moscow International University also study German, French, Spanish and Chinese from the first year of study. Here are the factors that motivate them to learn several foreign languages.:

a) Purpose and benefits: Polyglot students are motivated to learn several languages if they set a clear goal in mastering these languages and realize the benefits they can get from it. For example, they note that knowledge of several languages will improve their professional skills, broaden their horizons, their communication skills and allow them to immerse themselves in different cultures ^[28].

b) Opportunity to practice: It is important for polyglots to be able to use their speech skills in practice in order to improve them and become more confident in using the language. This may include communicating with native speakers, learning a language in a country where that language is official, and finding ways to incorporate the language into your daily life.

c) Passion and interest: The motivation of polyglots arises from a passion and interest in languages and cultures related to these languages. Polyglots are satisfied with the study of grammar and vocabulary, learning new linguistic features and understanding the unique aspects of different languages ^[29].

d) Feedback and recognition: Polyglots are motivated by receiving feedback and recognition for their achievements. They seek support and confirmation of their efforts from other students or teachers, which helps them to continue to develop ^[29].

e) Self-affirmation: Sometimes polyglots are motivated by the desire to prove their abilities and achievements in mastering several languages. They strive to prove to themselves and others that they are capable of achieving a high level of proficiency in different languages ^[30].

f) Learning about new cultures and expanding their worldview: Polyglots are also motivated by learning languages in order to better understand different cultures. They can see language as the key to expanding their view of the world and gaining a deeper understanding of different lifestyles ^[31].

Every polyglot has their own motivations and factors that inspire them to learn multiple languages. It is important to maintain and cultivate this motivation in order to achieve success in mastering multiple languages.

11. The use of intensive methods of teaching foreign languages deserves special attention as a motivating factor for students. 68% of the students of the Moscow State University of Linguistics who participated in the survey indicated the importance of their use in teaching. Here are a few circumstances that allow intensive methods to play an important role in motivating students.:

a) Rapid progress: Intensive methods in teaching foreign languages allow students to achieve rapid results. When a student sees that he is able to improve his language skills in a short time, this stimulates his motivation and desire to continue learning ^[32].

b) Immersion in the language environment: Intensive methods provide students with a more complete immersion in the language environment. The opportunity to listen, speak, write and read in a foreign language for most of the academic time helps to improve students' skills and strengthens their confidence in using the language ^[33].

c) Collective interaction and cooperation:Intensive methods involve working in small groups or in pairs. Students interact and collaborate with each other, which creates conditions for showing support for each other and sharing experiences between participants, as well as stimulating motivation through social interaction ^[34].

d) A variety of activities: Intensive teaching methods provide students with a variety of activities, including games, including role-playing, discussions, and other interactive forms of work. This keeps students interested and helps them to actively engage in the learning process.

e) Receiving feedback and evaluating progress:Intensive methods allow for more frequent feedback and assessment of student progress. Regular teacher feedback and self-assessment help students see their progress and notice progress, which supports their motivation and encourages further efforts.

e) Communicative goal: Intensive foreign language teaching methods often focus on the communicative goal, which is for students to be able to use the language in practice to solve real-world problems. This practical focus helps students see the direct application of their language skills, which also increases their motivation.

Teaching foreign languages to students is undoubtedly a complex and time-consuming process. In the process of learning foreign languages, students face various challenges and obstacles that can have a demotivating effect on their success. Within the framework of this study, the following demotivating factors were identified in teaching foreign languages to students.

1. 26% of students have difficulty maintaining stable motivation and increased interest in learning a foreign language due to the lack of clear goals and understanding of the practical benefits of learning a language.

2. For 30% of students, another important demotivating factor is the lack of practice opportunities. Learning a foreign language requires regular practice to develop skills and increase your confidence in using the language. However, some students face limited opportunities to practice, especially if they do not have access to native speakers or communication with people who speak that language.

3. For 23% of MMU students, insufficient training and an incorrect approach to language learning serve as a demotivating factor in learning. If students do not have the necessary skills and knowledge to effectively learn a language, they experience difficulties and do not get the desired results. Poor preparation and the wrong approach lead to insufficient progress and cause frustration among students.

4. Also, among the demotivating factors, 37% of students mentioned a negative comparison with other students or insufficient support from others. Negative comments on their work results or low self-esteem significantly undermine students' motivation and worsen their learning outcomes in foreign languages.

5. Lack of time and other personal commitments have a demotivating effect on 48% of students. Learning a foreign language requires a lot of time and constant effort, and students face difficulty in organizing their time and balancing between language learning and other activities or responsibilities.

6. Destructive criticism of the teacher is noted by 37% of students as a factor that has a significant negative impact on the student's motivation in learning foreign languages ^[35]. Here are a few consequences of destructive criticism from a teacher.:

a) Decreased self-esteem: When a teacher openly criticizes and corrects a student's mistakes without taking into account his efforts and progress, this leads to a decrease in self-esteem. Students write that they feel incapable and incompetent, and this negatively affects their motivation to continue learning the language ^[36].

b) Deterioration of communication: Destructive criticism creates an unpleasant and tense atmosphere in the classroom, which makes it difficult for students to communicate freely. The fear of making mistakes and receiving criticism limits students in expressing their thoughts and ideas in a foreign language ^[37].

c) Loss of interest: Constant destructive criticism leads to a loss of interest and motivation to study. Students feel that no matter the amount of effort they put in and the degree of progress they make, they will always be insufficient and will face a negative assessment.

d) Deterioration of self-organization: Destructive criticism makes it difficult for students to organize their work and streamline their learning processes. They feel that regardless of their efforts, they will still be subject to criticism and mistakes ^[38].

e) Decreased motivation: Ultimately, destructive criticism can lead to a decrease in the student's overall motivation to learn a language. They may lose faith in their abilities and stop seeing the point in continuing the learning process.

Conclusion.

Motivating students to learn foreign languages is a complex process that requires attention from teachers and students. In order to increase students' motivation to learn foreign languages at universities, we recommend:

1. To support students, create a motivating environment and help them see the purpose and benefits of learning a foreign language, which contributes to productive and more effective learning. The organization of learning based on support, encouragement and constructive criticism helps to create a positive and motivational environment for students. This allows them to feel more confident in their skills and ensures more effective language acquisition.

2. Pay attention to the possibilities of gamification of the learning process, which will allow it to be individualized, strengthen motivation, communication skills and help students see their progress and achievements. Therefore, the integration of game elements into the educational process is becoming increasingly popular and is widely used in modern language teaching methods.

3. Set clear achievable goals, maintain interest, and use a variety of learning methods. It is important to remember that each student is unique, so finding an individual approach to motivating students is a key factor in success in learning a foreign language.

4. Family and the teacher can and should be a source of inspiration and support for students, helping them overcome difficulties and achieve success in learning a foreign language. Parents and teachers should keep this in mind and support their students in every possible way.

5. We suggest that teachers actively apply intensive language teaching methods, which are also designed to stimulate students' motivation through rapid progress, immersion in the language environment, social interaction, a variety of activities, feedback and evaluation, as well as a practical focus.

6. We recommend that teachers and university leaders keep in mind that demotivates students and reduces their success in learning foreign languages. This can be caused by various reasons, including lack of motivation, lack of practice, incorrect approach, negative comparison, and destructive criticism. Understanding and taking these factors into account will help teachers adhere to more effective and stimulating approaches to teaching students foreign languages and create effective methods of working with their students.

The scientific novelty of the research lies in a comprehensive and diverse consideration of various aspects of the motivational component of teaching translators and teachers of foreign languages. Both motivating and demotivating factors influencing the internal and external motivation of students to learn foreign languages have been identified and analyzed. Practical recommendations and tools have been developed to encourage university students to learn effectively.

The authors adhere to the position that the demands made by the information virtual environment of modern human existence imply the need for urgent qualitative changes in the old ways of routine work, which we continue to adhere to by inertia. In an attempt to meet the increasing pace of change that requires flexibility, lability, and adaptability of specialists, especially in dynamic systems such as translation and foreign language teaching, these specialists primarily have to master the supra-professional skills of personal effectiveness, interpersonal communication, social competencies, and the ability to plan in conditions of instability and constantly changing reality. The ability to self-develop, make creative breakthroughs, possess professional intuition, the ability to anticipate vectors and trends of development in professional fields of activity and to penetrate into the essence of things and processes are becoming integral qualities of modern specialists. In order to meet such requirements, current students, as future specialists, need to be highly motivated to study and follow professional activities.

1.