Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages

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.

Multimedia Resources as a Factor of Increasing Students' Motivation in Learning Foreign Languages

“…From a social-cognitive perspective, motivation is a matter of expectation. People expect success or failure after an action, and they set goals and plan means to achieve what they value (Furman et al, 2022). If the action is meaningful and challenging, interest will be greater.…”

“…In addition to the number of hours of teaching, the student's environment and motivation should also be taken into account. A number of studies in the field of teaching emphasise the fundamental role of motivation in foreign language learning (Furman et al, 2022). In fact, in a monolingual environment, motivation is the most influential variable in language learning.…”

Technologically organized instructional process of higher education

“…), дидактичним моделям, органiзацiйним формам, методам i технологiям навчання студентiв (А. Алексюк [4], А. Вербицький [90], О. Падалка [5], Д. Чернiлевський [17] та iн. ), кредитно-трансфернiй технологiї органiзацiї навчального процесу у вищих навчальних закладах (О. Кучерявий [47], В. Огнев'юк [56], А. Фурман [30], М. Чошанов [86] та iн. ), проблемi моделювання соцiальних та педагогiчних систем (Б. Койшибаєв [43], Л. Кудрявцев [48], Л. Растригiн [69], Р. Шеннон [77], В. Штофф [80] та iн.…”