КОМУНІКАТИВНА МОТИВАЦІЯ ЯК ВАЖЛИВИЙ ФАКТОР В ОВОЛОДІННІ НІМЕЦЬКОЮ МОВОЮ УЧНЯМИ СТАРШИХ КЛАСІВ

Abstract

The article examines the motivational aspect of high school students’ mastery of German language, namely such a type of internal motivation as communicative motivation. The reform of the education system determined the choice of communicatively oriented learning as the dominant form of education, since the interest in learning a foreign language is constantly growing. Attention is focused on the fact that the German language can be used not only for communication and receiving information, it also serves to make richest the worldview of students and comprehensive development of the students personality. Based on the analysis of theoretical sources, the dependence of motivating factors on the way of organizing educational activities of high school students’ in a foreign (German)language lesson was established. In particular, the pecularities of the formation of the educational motivation depending on the communicative activity of students, which is organized by the teacher, are present. The importance of setting lesson goals, selection of educational material forms of interactive work between participants in the process of communication, taking into account the principle of communicative orientation, is included. This principle determines the content of education, communication skills that should be developed so that the student can communicate in German; foreign language communicative competence cannot develop and improve in the necessary way without motivation. In view of such conditions, the dominant place in the lesson should be given to the solution of speech problems, the whole course of the lesson should be the solution of a speech problem, which should be offered to students in such a formulation that would be clothe to the students and understandable to them. The question of the use of collective forms of work, different modes of work in the lesson, and the technology of situational modeling were not left out consideration. Special attention is paid to the examination of issues related to the psychological and age characteristics of high school students, since these indicators are of significant importance both for the development and strengthening of the motivational component of foreign language acquisition in general, and for the formation of communicative motivation in particular. In high school age, students develop logical thinking; thanks to the development of mental processes of this age period, qualitative changes also occur in the development of speech: oral and written, dialogic and monologic speech are improved. High school students strive to improve speech, try to give it more exspressiveness and accuracy, logical expression of thoughts. Interest learning takes place where the age and psychological characteristics of students are taken into account, since each age group has its own type of leading activity. Such types of activities as cognitive, holistically oriented and communicative are typical for high school students. One of the aspects of the article is the explanation of communication as an activity that necessary involves the presence of personal motives and needs. The following classes of communication functions are distinguished: informational-communicative, regulatory-communicative, and affective-communicative.