FACTORS AFFECTING MOTIVATION TO STUDY FOREIGN LANGUAGES AT THE STAGE OF SECONDARY EDUCATION

Abstract

Motivation in teaching a foreign language is one of the most important issues discussed both in theoretical research and in the daily work of a teacher. Realizing the multidimensional nature of this concept, which includes the learning process, the purpose of this article is to identify the key factors influencing motivation to learn foreign languages from the point of view of students in grades 10 and 11, as well as to compare theory and practice and formulate general conditions that can be used for further research and improvement of the educational process.
 The main method of this study is the survey method. The survey was aimed at identifying the motives that motivate respondents to learn foreign languages and develop skills that they consider to be the most important.
 The theoretical part of the article presents the opinions of some authors and experts on the essence of motivation to learn foreign languages, the key types of motives, and their impact on the effectiveness and long-term viability of the process under consideration.
 The practical part of the article presents the quantitative results of a survey conducted among high school students who expressed their subjective opinion about both internal and external factors that encourage them to learn a foreign language. Although the numerical results of the survey do not provide a complete picture of the complex concept of motivation, it allows you to learn about the subjective opinion of high school students in terms of their preferences regarding language activities and expectations in relation to the teacher and the learning process. The specific results of the study are to identify motivation factors within the framework of learning a foreign language among students in grades 10 and 11. These results can be used by teachers in the process of teaching high school students foreign languages.
 In the course of the conducted research, it was concluded that there is a connection between the survey results and theoretical data. Together, they point to the importance of communication, the creation of interesting and diverse lessons, the use of authentic materials and the organization of individual and pair work to stimulate motivation to learn foreign languages from the point of view of students in grades 10 and 11.