Teaching foreign literature in secondary school faces a persistent decline in the adolescent's involvement as a subject of learning: a text of another culture is perceived as remote from personal experience, while the lecture-and-reproduction format reinforces the passive listener. A contradiction arises between the focus on meaningful reading and value-based comprehension declared in the Federal State Educational Standard and the actual motivational yield of a lesson where interactive means are used episodically, without reliance on the mechanism of their influence. The aim is to construct an original structural-functional model correlating types of interactive technologies with components of learning motivation within the subject field of foreign literature. Conceptual-categorial analysis, classification, the structural-functional approach and content analysis of regulatory documents were applied. Four functional clusters were identified – dialogic-discussion, imitation-role, visual-project (digital) and reflective-evaluative – each predominantly activating a particular motivational mechanism. The motivating effect is generated not by the use of an interactive means as such, but by the coincidence of its functional nature with the motivational component deficient for a given class, whereas a mismatch leaves involvement superficial. The gain in stable motivation is determined by selectivity of choice according to the deficient component, not by accumulation of techniques.