Master student
Shatayeva G.K.
L.N. Gumilyov Eurasian National
University, Astana, Kazakhstan
Formation and increasing motivation to learn foreign languages in
non-language high school
The given article is devoted to the problem of formation and increasing motivation to learn
foreign languages in non-language high school. National and foreign scholars
consider motivation as a complex multi-level system, which has specific
features in various stages of human life. At the stage of high school training
the professional formation of internal motivation affects the motivation of
studying all the items that require special attention. It is necessary to
create a certain pedagogical conditions for students of language specialties ,
which have a positive impact on the motivation to learn a foreign language.
Key
words: motivation and its types, the reasons of discrease of
motivation, increasing motivation, pedagogical conditions of formation of positive
motivation.
At the present time to know English has
become a necessity because it has more and more practical advantages. However,
for all its undeniable advantages and the importance the most part of students
of non-language specialties do not see it as necessary to the study of the
subject, guided by the opinion that the English language does not need them in professional activities that they do not like it
complexity, etc. Without any doubts, the English language is a difficult subject,
and requires the application of certain efforts in mastering it. As a result, a
decrease of the motivation to learn a foreign language.
Motivation studied in various aspects and
in connection with this concept is treated differently. The complexity and
multidimensional nature of the problem of motivation leads to a multiplicity of
approaches to the understanding of its essence, nature, structure, as well as
the methods of its study. According to H. Heckhausen motivation is not a single
process, uniformly from the beginning to the end of the piercing behavioral
act. Rather, it consists of heterogeneous processes, exercising self-control
function on the individual phases of a behavioral act, especially before and
after the action [1].
A.N. Leontiyev more determined interest as
one of the integral processes of motivational sphere, which is the basis of the
source, and the interest - the result of a manifestation of the processes
occurring in it. Typically, human activity is polymotivational, person acts on
the basis of not one but several motives. The whole complex of forces that
motivate students to learn a foreign language, as well as the factors
influencing them, that is, the motives, motivation-incentives, factors of
external and internal exposure and corresponds as a motivation. The role of
motivation in any kind of activity is huge. In continuation of A.N. Leontiyev,
we distinguish three motivation functions: it encourages behavior that sends it
on the basis of needs and it gives a personal meaning and significance, that
is, determines person's relation to this activity [2].
There are various ways of formation of
motivation. Most specifically, in our point of
view, these paths are characterized by V.G.Aseev. The first way of
formation of motivation he calls as "bottom-up", and the second -
"top down" [3]. The first mechanism is mainly stimulated by a change
in external conditions. Its formation is carried out in the process and as a
result of learning a foreign language. The second process is the assimilation
of the students in the form of ready-intentioned purposes, it receives from the
outside, and should ideally be gradually transformed from a seemingly meant in
the internal and taken real action.
The theory of motivation is closely related
to the theory of needs. A. Maslow, a famous American psychologist shares all
the requirements for the 5 main levels. At the first level are the
physiological needs, the second - the need for security, the third - the need
for love and affection, on the fourth - the need for respect, on the fifth -
the need for self-actualization [4].
Robert
Kegan, Harvard professor, engaged in developmental psychology analyzed the
theory of needs of Maslow, works of Jean Piaget, as well as the different
theories of motives and developed six-speed model with a view to explain the
process of development of students.
In
the first stage - impulsive - the students are motivated to avoid punishment.
In general, students of non-linguistic specialties in the majority do not have
the motivation to learn a foreign language, because this subject is non-core
subject.
In the second stage - imperial –students
motivated by the results of its own activities, the assessment of the teacher.
On interpersonal stage students motivated
by a desire to improve their credibility among groupmates, and also they feel
the need for recognition.
On the institutional stage, students are
motivated by intrinsic motivation to learning and set themselves tasks, which
they are in ability to resolve themselves.
Interindividual -
the highest level at which students become "autonomous students' and no
longer they are lost to need to prove their competence to anyone.
Thus,
to determine at what stage it is one or the other student, the teacher has the
opportunity to choose the appropriate pedagogical means by which it is possible
the successful development of the student and
respectively, according to the point of view of R. Kegan, the student's transition from one
stage to another in other words higher
stage [5]. As a result, there is a
formation of internal motivation, which is a prerequisite for successful
learning activities.
There are two types of motivation in
learning a foreign language: internal and external. It is desirable to develop
and the presence of both types. If the motives inducing such activity is not directly associated
with it, then they are called external in relation to this activity. If the
motives are related to this activity, they are called internal [6].
External motives are divided into public
(wide social) and personal: the motives of evaluation, success (when the
students do the work for the sake of the mark, praise) of self-affirmation,
prosperity (when the activity is performed in a pressure force relatives,
teachers, to have a thin time).
One
of the main driving forces of the process of cognition is the intrinsic
motivation emanating from the educational activity. Intrinsic motivation is
considered as driving force of independent action, that is, this is what
encourages and motivates this kind of activity that is in itself. The Formation
of intrinsic motivation is a prerequisite for success in any field.
Reasons
for decreasing motivation, dependent of
students may be summarized as follows: the low level of knowledge,
aborted motives of educational activity and above all, methods of
self-knowledge acquisition; sometimes not an established relationship with a
team of students.
On the level of interest affects the
position of science in society, its prestige. The methods of teaching of the
subject and the state of textbooks and
teaching aids play a major role in the teaching process.
J. Harmer identifies conditions that have
the greatest impact on intrinsic motivation to learn a foreign language,
"physical conditions" by which we mean the number of people in the
audience, the atmosphere, etc .; using methods; teacher; «Suitable» difficulty
level [7].
In
teaching a foreign language in non- language high school the most important are
the following conditions conducive to the formation of extrinsic motivation:
the formation of a situation of success, reward for successfully completed the
task, the formation of students' confidence in their abilities; awareness of
students for their failures, as well as awareness of their origins;
"Authoritarian demands", by which is meant to establish clear terms
of the teacher, which are provided to students to perform a particular job,
which leads to the development of personal responsibility of students;
mandatory control of knowledge; competition in the classroom (both
interpersonal and between subgroups).
To
sum up, we can say that for students of non-language specialties need the
following pedagogical conditions, which have a positive impact on the
motivation in learning a foreign language:
a) conditions
affecting the formation of internal motivation
- Professional
interest and accordingly, the realization of practical and theoretical
significance of acquired knowledge for the future professional activity (use in
the classroom elements simulating future professional activity, the selection
of informative and interesting texts / articles); accounting features
professional-psychological activity, the formation of research skills through
the individualisation of learning;
- The teacher
(his personal characteristics, methodological competence, orientation to the
profession, which is produced by the students, the teacher awareness of the
goals set for themselves, students studying a foreign language, communication
skills, openness, empathy, non-legislative organization of the learning
process); emotional intensity training that contributes to a better
assimilation of knowledge and through active learning methods);
b) conditions
affecting the formation of extrinsic motivation: creating a situation of
success or failure and the realization of its causes, competitiveness studies,
communicative orientation sessions.
References
1.
H.Heckhausen Motivation and
Action , Cambridge University Press, 2010
2.
Ëåîíòüåâ À.Í. Ïðîáëåìû ðàçâèòèÿ ïñèõèêè / À.Í. Ëåîíòüåâ.- Ì.: Èçä-âî ÌÃÓ, 1981
3.
Â.Ã.Àñååâ.-Ì.: Ìûñëü, 1976
4. A.Maslow Motivation and Personality, New York,
Oxford University Press, 2009
5. Kegan R.
The evolving self: Problem and process in human development. — Cambridge, Mass:
Harvard University Press, 2012.
6. Gardner, R.C., Lambert,
W.E. Attitudes and Motivation in Second Language Learning. — Rowley, Mass,
Newbury House, 2012.
7. J.Harmer How to teach English, Cambridge University Press, 2012