Abstract
In this article we focus on the problem of motivation to learn a foreign language. Researchers show that regardless of the subject matter students with a high level of motivation tend to achieve better academic results, get a deeper understanding of a subject, feel more satisfied with their results, and strive for success. To explore the topic, we outline three components of motivation, namely, interests, emotions, leading motives, and study their levels. The empirical study is based on the Russian students majoring in Linguistics. The results prove that a low rate of any motivation component has a negative impact on academic achievement. The results of the experiment show that students’ interest in learning English is episodic. The leading motive is the coercion motive, i.e. seeking to avoid criticism and academic problems. The majority of students have a low level of overall emotional well-being. We conclude with the issue of exploring the prospect for further research, based on the obtained data, as to find psychological tools for creating an emotionally comfortable atmosphere and means of fostering students’ interest in English, cultivating their motivation, making them realize the value of learning; and, as a result, enhancing the quality of education.
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Arkhipova, M.V., Belova, E.E., Shutova, N.V. (2018). On Motivation of Learning English as a Foreign Language: Research Experience in Russian University Context. In: Filchenko, A., Anikina, Z. (eds) Linguistic and Cultural Studies: Traditions and Innovations . LKTI 2017. Advances in Intelligent Systems and Computing, vol 677. Springer, Cham. https://doi.org/10.1007/978-3-319-67843-6_14
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DOI: https://doi.org/10.1007/978-3-319-67843-6_14
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