Формування мотивації вивчення іноземної мови студентами економічних спеціальностей

Abstract

Розкрито суть, структурні, змістово-динамічні та функціональні характеристики мотивації студентів торговельно-економічного ВНЗ до вивчення іноземної мови, теоретично обґрунтовано модель оптимального мотиваційного забезпечення процесу навчання іноземної мови, визначено критерії і рівні сформованості позитивної мотивації, обґрунтовано та експериментально перевірено комплекс педагогічних умов її ефективного формування. На основі особистісно-діяльнісного підходу розроблено методику, яка включає комплекс організаційних форм, методів і прийомів, спрямованих на формування у студентів позитивної мотивації до вивчення іноземної мови.

Раскрыта сущность, структурные, содержательно-динамические и функциональные характеристики мотивации студентов экономических специальностей в изучении иностранного языка, теоретически обоснована модель оптимального мотивационного обеспечения процесса изучения иностранного языка, определены критерии и уровни сформированности позитивной мотивации, обоснован и экспериментально проверен комплекс педагогических условий её эффективного формирования. На основе личностно-деятельностного подхода разработана методика, которая включает комплекс организационных форм, методов и приёмов, направленных на формирование у студентов позитивной мотивации в изучении иностранного языка.

The essence, structural, dynamic, functional characteristic features of the motive, motivation and motivation sphere are defined. Motivation of foreign language learning is treated as the inner individual process of the formation of motives. The process which involves personal dispositions (elements of the motivation sphere) and situational conditions can be extrinsically organized. Theoretically grounded is the model of the optimum motivation provision for foreign language learning process: the dominance of positive, stable, non-competitive process and discrete motives formed in the intrinsically organised motivation process brings about high levels of students’ motivation tension which is sufficient for effective foreign language acquisition. The learning determinants of preferential dominance are professional, cognitive, social, communication, and achievement motives. Criteria, indicators and levels of students’ positive motivation to learn are defined. Methodology of motivation diagnostics is worked out, the means of formalizing data of experimental research are defined. Objective study of motivation rests upon qualitative and quantitative analysis. Students are viewed as assistant researchers who are able to conduct quantitative analysis of their own motivation to learn. Based on the defined criteria and indicators the typology of six motivation profiles of students is made up: students of emotional mediation with the cognitive need; students of strong will and responsibility with dominating intrinsically organised motivation; affective type of students with predominating extrinsically organised motivation; students of volitional mediation with prevailing extrinsically organised motivation; the type of incentivesoriented students; students with dominating negative motivation. Major factors affecting students’ motivation to learn are defined: specific features of the curriculum at the University of Trade and Economics, students’ previous experience in foreign language acquisition, methods of teaching. The main demotivating factors of the language learning process at the University of Trade and Economics are revealed. Theoretically substantiated and experimentally tested are pedagogical conditions sufficient for forming the optimum structure of learning motives of students of economics: creation of the motivation-enriched academic environment, introduction of the motivation correction course at the beginning of studies; content-based instruction with the use of professional subject matter; introduction of active methods of the context-based instruction and training techniques. Methods of implementing the above conditions are defined: the use of multilevel problem-solving tasks, intrinsically attractive teaching materials, group and pair work, role plays and business games. Three stages of formation students’ motivation to learn a foreign language are defined: the initial stage – correction course; the main stage – motivation training; the final stage – formation of the motivation basis for students’ self-study.