In the era of globalization in all spheres of public life, the problem of motivation for learning foreign languages is becoming extremely important. Globalization means that the role of personal contacts with other people is growing and, consequently, the role of verbal communication, including interethnic, which requires knowledge of a foreign language, is also growing. Foreign languages are a major factor in both socio-economic and general cultural progress of society. Foreign language performs a huge role in shaping the personality and improving education because it makes it much easier to get direct access to the spiritual richness of the other country, and have a direct communication with representatives of other nations. Knowledge of foreign languages has become a real necessity; it is no longer possible to get a high-paying job and build a successful career without it. It is necessary to understand the meaning and the role of motivation for foreign language learning.

Foreign language as a subject has a number of specific features that have to be taken into consideration when trying to master it. Today, learning a foreign language is relevant in connection with various international conferences with native speakers. For example English is popular throughout the world as the global language of the international community. At this moment, English occupies a very special position among all languages, having turned into an “international language”, the language of all mankind. As the biblical legend says, the construction of the grand Tower of Babel stopped because of a lack of mutual understanding between the people who spoke different languages. It seems that today humanity again has a chance to find a common single language.

Since the motivation is a multifaceted phenomenon, its training should include a whole range of means to maintain it. The system of learning a foreign language as a foreign culture in the first place is an important means of maintaining motivation for cognitive, developmental and educational activities, which ultimately makes studying a foreign language communicative motivation.

The overall structure of the dominant motivation presupposes the definition of training activities and the formation of attitudes towards it. This is cognitive motivation that is built on the constant pursuit of knowledge, and it has a connection with the content and the organizational side of the training activities. In the course of educational activities, there emerges private motivation that leads to formulation of the specific individual tasks connected with foreign language learning and adoption of the decisions needed to achieve these tasks. Cognitive motivation in learning a foreign language may include the following aspects: interest in a foreign language as it contributes to the formation of motives to analyze linguistic phenomena and to develop linguistic thinking, the ability to use a foreign language as a means of sharing information, and learning with its help the culture, history, development and the realities of the country the language is spoken in.

The motivational aspect is crucial also for the activation of all psychological processes: thinking, perception, understanding and mastering a foreign-language material. To do this, the levels of motivation need to be raised, encouraging the development of knowledge and intellectual activity of students, aiming eventually to increase the effectiveness of the learning process. “Internal condition”, mental and physical experiences and needs, a recognized internal or external demand (motivation) give meaning, thereby stimulating thinking, and lead to a desire to know more and learn to think in the language. Such a situation meets the needs of the individual and creates a positive attitude toward learning a foreign language. Thus, the motives, interests, various situations and settings are interdependent and constitute a harmonious unity of a personality being an internal energizer. Since learning foreign language communication takes place through a dialogue, which is a highly personal process that involves the exchange of ideas and interests, the personal communicative qualities of students are of paramount importance. Without them, students are unable to express their real feelings, thoughts and interests, and, as a result, their speech loses power. Consequently, keeping personal properties leads to a situational communicative motivation, that is, provides a proactive participation of the learner in the learning or real communication. Of the variety of individualization of personal property to invoke the communicative motivation, a methodical account of the six most important properties of the student as a person are traditionally offered: the context of the activities, personal experience, the sphere of desires, interests and aptitudes, emotional and physical sphere, world, and a student’s status in the group. All this encourages students to learn.

Scientists examining the motivation for mastering a foreign language mention a number of types of motivation based on the individual needs of students. The main ones are the following:

- communicative motivation, determined on the basis of the need for communication;

- linguistic motivation, based on the desire of students to learn linguistic phenomena;

- cultural motivation, which depends on the subject matter and the emotional interests of the students.

Since the specificity of the middle phase of learning a foreign language is determined by target settings, features of the particular language and characteristics of the learning material (volume, complexity, etc.), it is at this stage that the students need to pay particular attention to the development of communication and language skills.

If to consider the cultural motivation for learning a foreign language, one should admit that it allows students to successfully combine elements of geography with linguistic phenomena, which act not only as a means of communication, but also as a way of familiarization students with peculiarities of other countries. This approach to learning a foreign language provides not only more efficient solutions to practical, comprehensive, developmental and educational problems, but also a huge opportunity for challenge and further maintenance of motivation of such learning. At the same time, the main task here is the study of language units, most clearly reflecting the particular culture of the people - a native speaker and environment of its existence. Possible expansion of regional geography may help to logically and effectively solve the problem of strengthening socio-cultural orientation of foreign language education as a whole, the expansion of background knowledge, the modernization of the lexical database and may naturally enhance the motivational aspects of learning a foreign language.

The practice of foreign language teaching shows that students with interests related to the history, culture, art, morals, customs, traditions, way of daily life of the people, hobbies of the peers, and so on become really engaged in the process. The education system is faced with the task of training students to establish cultural, professional and personal contacts with representatives of countries with different social traditions, social structures and culture of the language.

All of the above significantly increases the prestige of the subject of foreign language as an educational discipline of a university. Here, the concept of motivation comes to the fore. Of course, each subject may cause the problem of motivation in training, but it appears particularly acute in the studying of a foreign language. The specifics of a particular subject require students to possess certain bases and communication skills. Often, it causes some difficulties, and student’s motivation fades. Therefore, considering the motivation as the main driving force in learning a foreign language, it is necessary to note that the reasons related to the subjective world of the person are determined by its internal motivations. A man can learn a foreign language, if he feels the need for this.

Now, it is necessary to characterize the types of motivation, which take place in teaching, in particular teaching the foreign language. Together, they constitute the so-called learning motivation. Learning motivation is determined by a number of specific factors:

- characteristics of the student (sex, self-esteem, level of intellectual development);

- characteristics of the teacher and their relationship to the teaching activities;

- the organization of educational process;

- the specificity of the subject (in this case a foreign language).

Based on the above factors, learning motivation can be divided into external and internal ones. External motivation is not directly connected with the content of the subject, and depends on the external circumstances. Examples include:

- the motive to achieve something - is caused by the human desire to achieve success and good results in any activities, including the studying of a foreign language, for instance, to get excellent marks, obtain a diploma, etc;

- the motive of self-assertion – caused by the desire to assert oneself, to obtain the approval of others, etc. Some people learn a foreign language to get a certain status in society;

- the motive of identification - the human desire to be like the other person, and to be closer to their idols and heroes (for example, to understand the lyrics of one’s favorite band);

- the motive of affiliation - the desire to communicate with others. A person can learn a foreign language in order to communicate with foreign friends;

- the motive of self-improvement - foreign language is a means of spiritual enrichment and development of the common person;

- prosocial motive - is associated with the realization of the value of social activities. A person studies a foreign language because they are aware of the social importance of teaching.

The internal motivation is connected not with external circumstances, but directly with the object itself. It is often called procedural motivation. People like just a foreign language, and like to show their intellectual activity. External motives (prestige, self-assertion, and so on) may enhance intrinsic motivation, but they are not directly related to the content and the process of activities.

In addition, the learning motivation can be divided into positive and negative. For example, the idea that learning English, will help to pass the exam is a positive motivation. The idea that not learning English will lead to failing the exam, while more diligent student will pass it is a negative one.

It is interesting to discuss the results of the survey conducted in high school among students whose major is not connected with language studying, in order to establish what kind of motivations drive them to learn a foreign language. There were interviewed 200 people. The respondents' answers were distributed as follows:

- “I learn the language because it is necessary for the curriculum” - 60%

- “In order not to be expelled” - 19%

- “I want to get a good job and build a successful career” - 10%

- “To travel abroad to communicate with foreigners” - 6%

- “I learn the language because it is interesting” - 5%

So, the vast majority of students in the study of a foreign language in high school are driven by pro-social motivation (it is a part of the curriculum). That is to say that the process of training for them is a usual operation or forced behavior. A small proportion of students indicated the motive of self-affirmation (building of a successful career) and affiliation motive (traveling and communicating with foreigners). Finally, only 5% of students have an intrinsic motivation - to learn foreign languages because they like it.

The main conclusion is that the students are mainly driven by external reasons, while there is a significant proportion of negative motivation (not to be expelled, not to have bad marks). This is a contradiction because the prestige of knowing foreign language and its importance in public life has increased, and this seems to be more than positive motivation. It is necessary to create an environment in which students have a vested interest and the need to learn a foreign language. It is necessary to find the optimum, where the high performance side by side to gives the joy of learning a foreign language. Motivation management in learning a foreign language is one of the central problems of teaching methods. Motivation is a common name of the processes, methods and means of encouraging students in productive cognitive activity. The study and the proper use of existing motives guide the development of the personality and its movement in the right direction, which is the core of the pedagogical process.

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