THE ROLE OF MOTIVATION IN LEARNING ENGLISH FOR SPECIAL PURPOSE BY FUTURE DOCTORS

Abstract

The article aims at analyzing the importance of mastering professional English in higher medical education institutions to form future doctors’ professional communicative competence. Motivational factor peculiarities for effective study of the course “English (for specific purposes)” in the conditions of blended learning have been clarified. Сoncept-terminology framework of research has been analyzed. The term “motivation” is interpreted as an incentive to activity, psychological quality and skills of personality to satisfy needs and implement goals through a system of actions. Considering the motivational sphere of higher education acquirer’s personality as a complex psychological entity and to identify its structural components (motives) the sociological research has been carried out. The first-year students of medical faculties at Bogomolets National Medical University have been involved. A special questionnaire has been developed and distributed to 150 students, 126 out of them have given comprehensive answers. Survey results have been statistically processed and discussed in focus-groups, one of which consisted of the first-year students, the other ‒ teachers of the Department of Language Studies. Tendencies and factors that prevent future doctors to acquire professional vocabulary effectively have been highlighted, among them: compacted course curriculum, insufficient initial level of a spoken foreign language, lack of developed skills and habits of self-study with educational material. Research results made it possible to analyze the interconnection, level and hierarchy of interaction between the motivational sphere components, changes of motivation during the training period, and point out the ways of increasing students’ motivation to learn English for professional purpose as well. Recommendations for teachers have been developed which are focused on strengthening feedback between teachers and students in conditions of blended learning, maintaining a friendly atmosphere in the classroom, designing motivation of success, applying innovative interactive technologies (didactic games, brainstorming) and tools (online platforms, social networks, other electronic services).