Педагогические науки. Проблемы подготовки специалистов

Преподаватель Софьина И.И.

Карагандинский государственный университет имени Е.А.Букетова, Казахстан

The problems of motivation in foreign language learning.

Abstract. The article presents the problem of motivation formation in the studying of professional foreign language. It presents the motivation problem in studying discipline. The classification of motivation in the study of the discipline is considered.

Keywords: motivation, motivation of students, foreign languages, types of motivation.

Today from the university graduates required, besides professional knowledge, such level of proficiency in a foreign language which will allow students to be integrated successfully in the international community. Therefore process of training in foreign languages in not language higher education institutions began to carry the professional focused character. Therefore, the process of teaching foreign languages in non-linguistic universities began to be professionally oriented. Reorienting the goals of teaching a foreign language at a university requires consideration of the options for the forms and methods of teaching it [1]. The most important task of higher education is the development of the aspiration of the individual to learn all his life, updating and improving knowledge, skills in relation to the changing conditions.

For the constant development of personality and the acquisition of knowledge, we need motivation. Psychologists define this term thus: the motivation is the motives causing activity of the personality and defining its direction [3]. This definition connects three separate types of psychological phenomena: first, motivation is viewed as an occasion that activates the personality to meet the emerged needs; secondly, motivation is the reason for choosing a certain direction of behavior; and, thirdly, motivation can be viewed as a means self-control rights. So, one of the most important concepts related to motivation are needs - a state of need in something. Any motivation is based on the needs of the person and is aimed at satisfying them. All needs can be divided into two categories: external and internal [4]. All requirements can be divided into two categories: external and internal [4]. External refers to organic needs (needs for food, sleep, etc.), internal - the material, social and spiritual needs (the need for self-realization, love, study, etc.). The next link in motivation is motive. Motivation is a behavioral manifestation of a desire to satisfy one's needs. The behavior that is carried out, accordingly, has a direction, and directed to the goal is a conscious result, which is satisfied completely or partially, or not satisfied at all. All this enables us to conclude that the motives differ from each other in the kind of need that is inherent in them, the forms they accept, the breadth or narrowness, and also the specific content of the activity in which they are realized. Complex activities are, as a rule, not one, but several simultaneously acting and interrelated motives, forming an extensive system of motivation for actions and actions of a person [5]. The educational process is classified as a complex activity, therefore there are a lot of motives for admission, and they can not only manifest themselves separately in each person, but also merge into one, forming complex motivational systems. For a long time, the motivation of students has not been given due attention, but in fact it is one of the most effective ways to improve the training process. Motives are the driving forces of the training process. Motivation for training is a rather difficult and ambiguous process of changing the attitude of the individual, both to a particular subject of study, and to the entire educational process. Motives or, in other words, the reasons that stimulate a person and encourage him to work actively, can be very different. Classify the motivation in different ways, for example, in the direction and content, the following types are distinguished.

1. Social motives (duty, responsibility, and understanding of the importance of learning for the whole society).

2. Cognitive motives (the desire to know more in all subjects, become erudite).

3. Professional-value motives (without knowledge there will be no profession).

4. Aesthetic motives (from learning you get pleasure, reveal your hidden abilities and talents).

5. Communicative motives (the opportunity to expand their circle of communication by raising their intellectual level and new acquaintances).

6. Status-positional motives (aspiration through training or social activity to establish him/her in the society, in higher education institution, group, etc.).

7. Traditional historical motifs (established stereotypes that emerged in society and strengthened over time).

8. Utilitarian and practical motives (the need to obtain a certificate of education, which allows you to get a treasured workplace).

9. Educational and cognitive motives (the desire to learn a particular subject of interest and learn to self-education) [2].

         The effectiveness of training depends to a large extent on the quality of teaching materials, teaching aids and instructions. Training materials should include authentic texts containing professionally relevant and regional information. They should be designed in such a way that the student's work in the classroom is a logical continuation of his independent work outside the classroom. The process of preparing students puts before them two main tasks: first, to master the sum of modern scientific knowledge and practical skills in this direction; second, to be able to think creatively and solve various complex scientific and industrial tasks.

The goal of teaching a foreign language is to develop students' skills in the sphere of professional communication, to form a terminology base that provides an understanding of the subject area and its use in reading and writing. Conducting classes provides professional motivation when studying by students of additional material on the subject area from English-language sources. A decisive role in the motivation of students in the study of the above discipline belongs to the teacher, who must not work with the student "in general", but work with a specific personality, with his/her strengths and weaknesses, with individual abilities and inclinations.

The formation of motivation in a foreign language affects the self-education of students. Motivation is multifunctional, influences the mastery of a foreign language, is a professional component of a modern specialist, and contributes to his/her formation, promotion of the career ladder, significance in modern society.

Bibliography

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2. Clement R., Dornyei Z., Noel K. A. Motivation, self-confidence, and group cohesion in the foreign language classroom. - Language learning, 1994. - 44(3). - P. 417-448.

3. Large psychological dictionary / Ed. B. G. Meshcheryakova, V. P. Zinchenko. - M .: Prime-Euroznak, 2003. - 672 p.

4. Onal I. O., On the issue of the motivation of students of non-linguistic universities to study foreign languages // Siberian Pedagogical Journal. - Novosibirsk: Publishing house of Nemo-Press LLC. - 2007. - No. 12.-C. 131-140.

5. Gizatulina R. F., The problem of motivation to mastering a foreign language among students in secondary general education // Foreign languages and intercultural communication in the developing educational space: theoretical and applied aspects. Materials of the III All-Russian Scientific and Practical Correspondence Conference (December 2008). - Tomsk: Publishing house "Wind". - P.106-108.