Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages

Anatolii Furman,Anastasiia Turubarova,Olha Furman,Anastasiia Bessarab,Iryna Leshchenko,Andriy Hirnyak

doi:10.5430/jct.v11n1p255

Abstract

The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.

Highlights

The problem of the formation and development of motivation for learning occupies one of the central places in educational institutions
The motives of teaching modern youth studying in educational institutions are undergoing significant changes under the influence of the new conditions of society, the new system of values that is promoted through various information channels
The results of the first stage of the research are the study of the reasons for the reluctance to learn a second foreign language (Figure 3)

Summary

Introduction

The problem of the formation and development of motivation for learning occupies one of the central places in educational institutions. The motives of teaching modern youth studying in educational institutions are undergoing significant changes under the influence of the new conditions of society, the new system of values that is promoted through various information channels. The formation of motivation is not a simple increase in a positive or negative attitude towards learning, but the complication of the structure of the motivational sphere behind it, the motivations included in it, the establishment of new, more mature, sometimes contradictory relationships between them (Bashynska et al, 2021; Isroilova, 2021; Urban, 2021) These separate aspects of the motivational sphere should become the object of the teacher's control. Teachers cannot always clearly state why a student does not want to learn, what aspects of motivation he has not formed, in which case he does not want to learn, and in which case the teachers did not teach him to organize actions in such a way that motivation for learning appears

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Conclusion