ФОРМУВАННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ЗДОБУВАЧАМИ ВИЩОЇ ОСВІТИ

Abstract

The article is devoted to the problem of formation of motivation for learning foreign languages by higher education applicants. Various motivational approaches are considered. Practical experience convinces that the most important thing in learning a foreign language is the motivation of higher education applicants. Motivation is the most indisputable and well-studied factor in the success of learning in general and learning a foreign language in particular. It is the trigger for any activity, be it work, communication or cognition. The motive should be presented both at the beginning of the class and in the creation of a system of motives for each of its individual stages. The motive should be the point of support at which the content of the lesson is built. No one, even a highly qualified teacher, will achieve the desired result if his or her efforts are not aligned with the motivational basis of a particular learning process. Any activity or individual act is not motivated by a particular motive, but by a complex of motives, that is, it is motivated. In the context of research, motivation is seen as a hierarchical system of internal and external motives. The motivational sphere refers to a set of stable motives that are in a certain hierarchy and express the orientation of the individual. It is substantiated that the influence of emotional factor on educational activity is ambiguous, it depends on certain conditions. The process of professional interest formation has certain regularities and stages. The article also determines that work based on communicative principles has advantages over a theoretical approach to language learning. Generally speaking, in order to achieve the result effectively, it is necessary to provide a differentiated approach to learning a foreign language. In the result of the research it was concluded that purposeful work in the process of learning foreign languages to develop not only external stimuli but also internal motivations has a positive tendency. A deeper, more detailed knowledge of higher education applicants opens up more opportunities for the teacher to use a variety of content and form tasks that have a positive impact on the formation of professional interests. Keywords: motivation, motive, classification of motives, foreign languages, applicants for higher education.