STRATEGIES FOR FOSTERING MOTIVATION TO LEARN ENGLISH LANGUAGE IN NON-LANGUAGE STUDENTS

Abstract

The article explores the ways of enhancing and fostering motivation in students of non-linguistic higher educational institutions to boost their interest in learning of English as a foreign language so that they can become specialists in their area with an expertise in a foreign language. The authors analyze motivation as a subject of pedagogical research and provide various definitions, describe its structure, and interrelation within the learning process. The most important means of supporting motivation for cognitive, developmental, and educational activities that foster communicative motivation in students of higher educational institutions are addressed in the article. The formation of professional motives and the nuances and analysis of the motivational support for students' educational activities are explored in the article. The focus is on the role of a foreign language teacher, its motivational support, and didactic conditions for achieving this pedagogical goal in teaching foreign languages as it is the teacher who should help students realize that the English language is an avenue to gain experience and advanced knowledge in their professional fields, and that it is the very tool that may serve as an essential assistance for their professional development, promotion and a breakthrough in their career. Computer-based learning, using project works, and gamebased classes also add to developing a creative and favourable environment that stimulates non-language students of higher educational institutions to learn and maintain interest in the studied language. It is highlighted that motivation is considered to be a key to success and effectiveness of foreign language acquisition. Furthermore, it is proved that teachers have an indirect impact on student motivation by creating an environment that fosters personal interest and engagement in the learning process. A teacher's high level of knowledge, competence, and personality, continuous education, personal drive for professional development, and search for new teaching methods are all influential factors in motivating students and maintaining a positive classroom atmosphere in higher education. Additionally, positive interpersonal relationships between the teacher and students of higher educational institutions can contribute to the effectiveness of teaching foreign language communication