{"title":"激活学生学习外语的动机","authors":"T. Yasynska, Viktoriia Grytsenko","doi":"10.24195/2617-6688-2022-4-3","DOIUrl":null,"url":null,"abstract":"This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept \"motivation\" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"295 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Activation of students’ motivation to learn a foreign language\",\"authors\":\"T. 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The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. 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引用次数: 0
摘要
本研究探讨与学生外语学习动机有关的问题。本文的目的是确定鼓励学生进入大学学习外语的主要目标,定义“动机”的概念,确定学习外语的内部和外部动机,以便组织教育和方法工作。培训的效率取决于被培训者的动机和内在态度,因此动机领域在组织有效的培训中具有重要意义。研究的相关性是由于需要在培养有效的外语语言学家和翻译人员的背景下确定外语学习的价值方向和动机。撰写这篇文章的方法论基础是心理学和教育学领域许多科学家的作品,一般来说(I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. bozhhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina等人),以及直接在外语研究(N. Aristova, E. Luzik, Yu。Passova, O. Pylypiv, I. Prokopenko等人)。实证研究的主要方法是根据S. Paulina和S. Ketko的方法对一年级学生进行调查。结果揭示了进入语言学院的主要外部动机和内部动机,以及在心理和教学背景下学习外语动机的本质和内容。一些有效的教学方法被挑选出来:团队合作、教育讨论、利用互联网资源等。在教学过程中贯彻这些原则,确保了外语学习动机的激活和学生学习外语的稳定的积极态度。本文提出了未来研究的理论和实践方向。
Activation of students’ motivation to learn a foreign language
This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept "motivation" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.