The Motivational Components in Teaching Foreign Languages in Russian Universities

Макарова А.Г.

doi:10.7256/2454-0676.2024.4.69219

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Pedagogy and education

Reference:

Makarova, A. (2024). The Motivational Components in Teaching Foreign Languages in Russian Universities. Pedagogy and education, 4, 159–179. https://doi.org/10.7256/2454-0676.2024.4.69219

The Motivational Components 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

DOI:

10.7256/2454-0676.2024.4.69219

EDN:

SKSDKI

Received:

04-12-2023

Published:

03-01-2025

Abstract: The author proposes conceptual motivational strategies and methods that teachers can use to support and develop student motivation in the process of teaching foreign languages in the conditions of a modern post-industrial society interested in professionals, both in production resources and in methods of creative activity. Since students' motivation to learn is the engine of the educational process, teachers can provide personal information to all participants in the educational process and implement the maximum number of educational materials to increase the effectiveness of academic activities. The subject of this study is the motivational strategies and methods that teachers can use to support and develop student motivation in the process of learning a foreign language.

Keywords:

motivational component, professional translator, foreign language teacher, motivation factors, effective teaching, information society, professional skills, motivation theory, demotivation factor, carrying out survey

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The paper "Motivational component in teaching foreign languages in Russian universities" is submitted for review. The subject of the study. The work is aimed at researching motivational strategies and methods that can be used by teachers to support and develop students' motivation in the process of learning a foreign language. Special attention was paid to the in-depth study of the factors influencing the motivation of university students to learn foreign languages and the development of practical recommendations for more effective work of teachers and university management in the training of translators and teachers of foreign languages. In general, the author's goals and objectives have been achieved. The research methodology is based on the work of domestic and foreign scientists who consider the problems posed. The author conducted a theoretical analysis and empirical research, analyzed the results, made generalizing and detailed conclusions. The relevance of the study is due to the fact that the study of the motivational component in learning plays a decisive role for the effectiveness of learning. The scientific novelty of the research. In the course of the research, the author: - comprehensively and comprehensively considered various aspects of the motivational component of teaching translators and teachers of foreign languages; - identified and analyzed both motivating and demotivating factors influencing the internal and external motivation of students to learn foreign languages; - developed practical recommendations and tools to stimulate university students to effective learning. Style, structure, content. The style of presentation corresponds to publications of this level. The language of the work is scientific. The structure of the work is clearly traced, the author highlights the main semantic parts. The introduction defines the importance of the formation of the value of proficiency in foreign language communication skills among students and highlights the main tasks that must be solved. Special attention is paid to the analysis of Abraham Maslow's theory of personality motivation, in which motivation formation is considered as a long and multi-stage process. In the introduction, the author described the subject, purpose, and objectives of the study. Special attention was paid to the methodology. The author noted that a combination of different methods was used in order to get a more complete picture of motivation to learn foreign languages. At the first stage, a motivational interview was conducted, the focus group method and group conversations were used. The next stage is devoted to the conduct and analysis of individual written works and the development of a questionnaire based on the collected material. The next stages involved conducting a survey involving an expanded contingent of students, analyzing and processing the results, and compiling tables of statistical data based on the results of the study. Special attention is paid to the use of the method of observing the behavior and actions of students in the learning process. This allowed the author to identify some factors that affect motivation (activity level, participation in group and pair discussions, emotional satisfaction with achievements, reaction to evaluation of achievements and other indicators of enthusiasm for learning). The next section is devoted to the description of the results of the study. The author identified internal and external motivation to assess the level of motivation of students. The results obtained made it possible to consider the following positions: - internal motivation (autonomy and self-determination, satisfaction from achievements, intellectual and emotional development, striving for self-development); - external motivation with the allocation of special factors (recognition and praise from teachers, parents or colleagues; providing students with opportunities to use the language they are learning in practice; using competitions and awards; support for the social environment, relatives, friends, classmates, etc.; reliance on structured goals and plans). Special attention is paid to the description of the following factors of motivation of students: the obligation to study, learning goals, the level of maturity and responsibility, practical benefits and communication with native speakers, socio-cultural factors, the importance of family, the qualifications and professionalism of the teacher, the development of professional skills of the translator, the opportunity to learn several foreign languages, the use of intensive methods of teaching foreign languages. These factors were highlighted by the interviewed students. At the same time, considerable attention is paid to the identification of demotivating factors in teaching foreign languages to students: lack of clear goals and understanding of the practical benefits of learning a language; insufficient preparation and incorrect approach to language learning, lack of opportunities for practice, negative comparison with other students or insufficient support from others, lack of time and other personal obligations, destructive criticism of the teacher, etc. The article presents a detailed conclusion highlighting the main and justified conclusions. Special attention is paid to the description of novelty and the author's position. Bibliography. The bibliography of the article includes 38 domestic and foreign sources, most of which have been published in the last three years. The list contains mainly articles and abstracts. In addition, there are monographs and dissertations in the bibliography. The sources are designed correctly and uniformly. With the exception of paragraph 5. Appeal to opponents. Recommendations: - to present in more detail the results of the theoretical analysis of scientific papers, to make an appropriate section in the work; - to more clearly present the relevance of the highlighted problem and the conducted research. Conclusions. The problems of the article are of undoubted relevance, theoretical and practical value; it will be of interest to specialists who deal with the peculiarities of the foreign language teaching system in Russian universities, including the problems of their motivation to study. The article can be recommended for publication taking into account the highlighted recommendations. This will allow you to submit a full-fledged research article to the editorial board.

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The Motivational Components in Teaching Foreign Languages in Russian Universities