The role of motivation in learning English by students of pedagogical specialties

Abstract

The present study is devoted to the study of the role of motivation in English language acquisition by students of pedagogical specialties. The relevance of the topic is due to the increasing requirements for the level of language training of future teachers in the context of globalization and internationalization of education. The purpose of the work is to identify the key motivational factors that determine the success of English language acquisition by student teachers. The objectives of the study included: 1) to determine the structure of motivation for learning a foreign language; 2) to establish the relationship between the type of motivation and the level of English language proficiency; 3) identify the dynamics of motivation at different stages of learning. The methodological basis of the research consists of the provisions of the activity approach, the concept of internal and external motivation, and the model of foreign language communicative competence. The empirical base was formed by the data of the survey and testing of 120 students of pedagogical specialties of 1-4 courses. A specially designed questionnaire was used to collect data on the structure and level of motivation (Cronbach's α = 0.87). The level of English proficiency was determined by the results of the test. Quantitative data analysis was carried out through correlation and factor analysis in SPSS 23.0. Qualitative analysis was carried out by the method of content analysis of students' essays. It is established that the structure of motivation for learning English by teaching students is dominated by internal motivation associated with cognitive interest and the desire for personal growth. A stable positive correlation was found between the level of internal motivation and the test results (r=0.74, p<0.01). In senior years, the role of external professionally-oriented motivation increases significantly, due to the awareness of the instrumental value of the English language for future teaching activities. The results obtained deepen scientific understanding of motivation as a key factor in mastering a foreign language. The findings of the study can be used to optimize the language training of future teachers. The prospects for further study of the problem are related to a cross-cultural analysis of the motivation of students of different countries and specialties to learn English.