MOTIVATION IN FOREIGN LANGUAGES TEACHING PRACTICE
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Abstract: The article deals with the factor underlying any activity and, above all, educational activity, particularly, motivation of students. The purposes of the study are to examine a variety of concepts of motivation to learn, to emphasize the conceptual core of modern ideas, the analysis of which gives grounds to assert that the motivational sources mostly reveal themselves in a student, as in the subject of teaching training, and no one else disposes his motives, but himself. This conclusion suggests to refer to educational practice that centers around the subjectivity of the trainee. On the basis of the separation of two activities — teaching and learning, the article describes a number of practical decisions in terms of organization and management of educational activities that allow the student to engage his own motives in mastering foreigner practices. Among them, providing the dynamics of learning from «I want» to «I can» and from «I can» to «I need», the conclusion of the «social contract» for the purposes of teaching; a student selects the content of the training himself using technologies that extend the learning space, in particular these are play, project, research, communication, information and communication technologies. Drawing on the fact that motivation is disposed by the student himself allows him to master foreign practices under the study of a foreign language, which dramatically increases the chances to acquire a foreign speech.
Key words: MOTIVATION OF LEARNING, FOREIGN LANGUAGES, METHODS OF TEACHING FOREIGN LANGUAGES, SPEECH PRACTICE, SPEECH ACTIVITY
Vorozhtsova, I. B. Motivation in Foreign Languages Teaching Practice / I. B. Vorozhtsova . In Philological Class. 2016. №4 (46). P. 36-41. DOI 10.26710/fk16-04-05 .