CAN ASSESSMENT BE A MOTIVATIONAL FACTOR IN FOREIGN LANGUAGE LEARNING?

Тhe article considers the influence of assessment of students’ foreign language communicative competence on their motivation to master a foreign language. The authors of the article analyzed modern forms of assessment used to increase students’ motivation while learning a foreign language; compared the opinions of teachers and students on effective types of assessment of foreign language communicative competence; identified strategies which proved effective to motivate students to study foreign language on a regular basis. The purpose of the study was to examine possible causal connections between introduction of high level formative assessment and motivation of students to study foreign languages. It has been established that while employing high level formative assessment teacher takes into account diiferent level of students’ language proficiency, directs their efforts in mastering a Vjforeign language and provodes positive feedback. Such assessment is meant to be a process aimed to provide information that teachers can utilize to tailor instruction in order to meet students’ needs so that students can progress more in their learning. Here teachers have important tasks of establishing rapport and collaboration with students thus making them aware of their learning achievememts based on comprehensible criteria and objectives as well as delivering constructive feedback while assessing and evaluating. It is also essential to create an atmosphere in which students will be active participants of learning, not afraid of making mistakes and taking responsibilities for their successes and failures. The results of the study confirmed the research hypothesis that higher level formative assessment serves to enhance students’ motivation to learn a foreign language and has a significant impact on the development of foreign language communicative competence.