ЩО МОТИВУЄ СТУДЕНТІВ ВИВЧАТИ УКРАЇНСЬКУ МОВУ ЯК ІНОЗЕМНУ В ПІВНІЧНІЙ АМЕРИЦІ

Abstract

The study investigates motivational models in the process of studying Ukrainian as a foreign language at the post-secondary level. The methodology of the study is grounded in Dornyei’s motivational framework, which categorizes motivation into the language, learner and learning situation levels. The language level deals with the reasons for selecting Ukrainian language courses and involves instrumental and integrative motivation. The latter addresses pragmatic gains, such as getting a better job, better grades, etc. The former is related to the desire to become part of the target language community. The learner level focuses on the personality traits of learners and satisfaction with the progress, the need for achievement and self-confidence. The learning situation level deals with the learning environment and addresses a number of factors: course organization, teaching materials, teaching approach, instructor’s relationship with students as well as group cohesion, etc. Dornyei’s framework is used to develop a motivational questionnaire, which elicits factors that motivate and demotivate students to study Ukrainian as a foreign language in North American higher education institutions. These factors are studied both quantitatively and qualitatively. The quantitative analysis shows the distribution and significance of various motivational factors of students. The qualitative analysis allows for analyzing the participants’ responses and their perspectives on how their motivation relates to learning experience and the learning process overall. The results of the two methods of analysis are linked to aspects of the learning process, including the development of teaching and learning materials that relate to salient questions of students’ motivation determined. Key words: Ukrainian as a foreign language, motivation, motivational factors, integrative and instrumental motivation.