Іноземні мови (Apr 2017)
Motivation as the necessary component in the studing of the discipline «English for special purposes»
Abstract
Introduction. The rapid pace of economic and international cooperation, implementation of international programs and increase in the information exchange, extensive use of the Internet in the professional activity promotes expansion of scientific and professional contacts, offers training opportunities and internships abroad and foreign language communication is an integral component for students of economic specialties. Knowledge of English is the high level professional competence indicator. The important role in this process is the problem of motivation in learning a foreign language by the non!linguistic higher educational institutions, including the discipline «English for special purposes». Purpose. The purpose of this research is to consider the motivation problem of economic specialities’ students in the studing the discipline «English for special purposes» and to define factors that influence on forming of positive reasons in students’ educational- cognitive activity. Methods. General scientific methods (analysis, synthesis, classification); sociological methods (interview, questionnaire) for the analyzing of the motivation level according to «English for special purposes»; methods of mathematical statistics in the data calculation and establishing quantitative dependence have been used. Results. To identify main features of motivation during the study of the discipline «English for special purposes» we conducted a survey among the first and second years students of economic specialties accoding to T. Il’ina and A. Rean methods. Analysis of the results enables to assert that the first-year students’ motivation is on the brink between success and no certainty motivational pole. In the second year students the number of received points to the key shows that the motivational process is not formed. Both first and second year students have the external positive motivation, knowledge is not important for them because the process of mastering the discipline «English for special purposes» is not easy and often not effective. Conclusion. The teacher should remember that the positive motivation and strong motives for successful mastering the course «English for special purposes» by students of economic specialties occurs when the students’ activity is a novelty and there is an opportunity for the independence in studing. Therefore it is necessary to use new training complexes with a completely new look and types of tasks; enable students to work independently; apply the elements of competition; involve students in the pair and group work; organize integrated lessons using modern computer technologies; attract students to participate in research projects and others.
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