THE DEVELOPMENT OF STUDENTS’ MOTIVATIONAL SPHERE IN THE PROCESS OF PROFESSION-ORIENTED FOREIGN LANGUAGE STUDY
Keywords:
cognitive interest, motive, motivation, motivational sphere, Profession-Oriented Foreign Language StudyAbstract
The article deals with the structure of motivational sphere, its types and varieties as well as the relation of the cognitive interest, motives and motivation as important components of the process of mastering a foreign language. The problem of the importance of motivation in the study of each subject has been highlighted. It is stressed that the conviction of the need for mastering the educational material results not only in the final level of students’ knowledge, but also in their positive attitude to the future profession. A number of explanations and factors of non-linguistic specialties students’ inadequate motivation for foreign language study have been analyzed, thеу may become an obstacle to successful professional communication in the future. The emphasis is made on the fact that the learning outcomes are much higher when students have motives which reflect the target perspective of mastering a foreign language and are based on understanding of the foreign language importance in the modern world and the possibilities of its use in professional activities. The necessity of formation of cognitive interest as the main motive of educational activity has been indicated, which under certain conditions becomes a personal quality and a means of learning. Particular attention has been paid to the role of a foreign language teacher whose task is to preserve, develop and create non-linguistic specialties students’ stable motivation which will guarantee their success in mastering a foreign language. The conclusion has been drawn about the ways of the motivational sphere formation in Profession-Oriented Foreign Language Study, namely: the selection of profession-oriented texts for reading, the use of discussion to revise the topic, the preparation of presentations, the implementation of projects, interviews, writing and presentation of the report in relation to the specifics of the future profession. In the prospect of the further research there is a practical examination of the application of the suggested methods of students’ motivational sphere formation and the search for their successful combination with other different methods, means and the latest technologies of teaching.
References
Harmer, Jeremy. 2004. The Practice of English Language Teaching. Cambridge: Longman.
Hurko, O, i Shkurko, O. 2016. “Komunikatyvna kompetentsiia yak systema movlennievykh inshomovnykh umin ta navychok (z pozytsii vyvchennia dyskursu)”. Linhvistyka. Linhvokulturolohiia 143:30–35.
http://www.dnu.dp.ua/docs/zbirniki/ffil/program_57dd1d16082bf.pdf
Kyrykylytsia, Valentyna, i Yatsyniak Olha. 2017. Anhliiska mova dlia studentiv fakultetu fizychnoi kultury, sportu ta zdorovia: navchalnyi posibnyk. Lutsk: Vezha-druk.
Kyrykylytsia, Valentyna. 2017. Prohrama navchalnoi dystsypliny «Inozemna mova (anhlijska) za profesijnym spriamuvanniam» pidhotovky bakalavriv. Lutsk, Ukraine.
Lamb, Martin. 2017. “The motivational dimension of language teaching”. Language Teaching 50(3): 301–346. Published online May 31, 2017. doi:10.1017/S0261444817000088.
Levchenko, Tetiana. 2008. “Motyvatsiia naukovoi diialnosti”. Teoretychni pytannia kultury, osvity ta vykhovannia: zbirnyk naukovykh prats 264:109–110.
Malykhina, Olena. 2008. Motyvatsiini osnovy navchalnoi diialnosti shkoliariv. Odesa: Ohmrtsian O.P.
Markova, Aelita. 1982. Formirovanie uchebnoy deyatelnosti i razvitie lichnosti shkolnika. Moskva: Pedagogika.
Mylohorodska, M. 2008. “Motyvatsiia maibutnikh fakhivtsiv turystskoho biznesu do vyvchennia inozemnykh mov”. Teoretychni pytanniakultury, osvity ta vykhovannia: zbirnyk naukovykh prats 264:134.
Nekoz, Iryna. 2004. “Formuvannia piznavalnykh interesiv studentiv nemovnykh spetsialnostei vyshchykh navchalnykh zakladiv ( na materiali vyvchennia inozemnykh mov)”. PhD diss., Bohdan Khelnytskyi Cherkasy National University.
Nisimchuk Andrii, Padalka Oleh, i Shpak Oleksandr. 2000. Suchasni pedahohichni tekhnolohii. Kyiv: Vydavnychyi tsentr “Prosvita”, “Knyha pamiati Ukrainy”.
Onyshchuk, Vasyl. Typy, struktura i metodyka uroku v shkoli. Kyiv: Radianska shkola.
Rogova, Galina. 1991. Metodika obucheniya inostrannyim yazyikam v shkole. Мoskwa: Pedagogika.
Rubinshteyn, Sergey. 1989. Osnovyi obschey psihologii. Мoskwa: Pedagogika.
Shevchuk, Tetiana. 2017. “Problema vidboru tekstovoho materialu dlia navchannia profesiino-spriamovanomu chytanniu inozemnoiu movoiu ta yoho rol u formuvanni proofesiino-spriamovanoi kompetentsii studentiv”. Naukovyi Visnyk Skhidnoievropeiskoho Natsionalnoho Universytetu Imeni Lesi Ukrainky. Filolohichni nauky. Movoznavstvo 450: 343–348.
Shumaieva, Svitlana. 2014. “Deiaki osoblyvosti vykladannia inozemnoi movy na nemovnykh spetsialnostiakh”. Robota predstavlena na I Vseukrainskomu naukovo-praktychnomu vebinari, Zhytomyr, Ukraina, 26 lystopada. http://eprints.zu.edu.ua/14227/1/mat_webinar.pdf
Shuman, John H. 2015. “Foreword”. Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. Macintyre, and Alastair Henry, XV–IX. Bristol, UK: Multilingual Matters.
http://www.multilingual-matters.com/display.asp?K=9781783092567
Schukina, Galina. 1971. Problema poznavatelnogo interesa v pedagogike. Мoskwa: Pedagogika.
Vyshnevskyi, Omelian.1989. Diialnist uchniv na urotsi anhliiskoi movy. Kyiv: Rad. Shkola.
Voloshyna, Halyna. 2014. “Shliakhy pidvyshchennia motyvatsii u navchanni inozemnym movam studentiv nemovnykh vyshchykh navchalnykh zakladiv”. Naukovyi Visnyk Natsionalnoho Universytetu Bioresursiv і Pryrodokorystuvannia Ukrainy. Seriia: Pedahohika, psykholohiia, filosofiia 437:74–78.
