Motyvacijos reikšmė kalbų mokyme atsižvelgiant į studentų poreikius

LTStraipsnyje nagrinėjamos Generolo Jono Žemaičio Lietuvos karo akademijos studentų (kariūnų) motyvacijos rūšys, pagrindiniai psichologiniai poreikiai ir mokymosi prioritetai, analizuojami esminiai besimokančiųjų poreikiai. Apžvelgus tyrimus aiškėja, kad motyvacijos rūšys skiriasi priklausomai nuo kalbos mokėjimo lygio. Mokymosi ir išmokimo poreikiai taip yra nevienodi ištirtų respondentų grupėse. Siekiant nuodugniau išsiaiškinti studentų motyvaciją ir jos dinamiką, būtinas išplėstinis kiekybinis tyrimas.

ENMotivation has always been one of the determining factors in the learning and teaching process. Besides, it is closely related to the students’ needs. Some language scholars believe that considering the learners’ priorities may lead to a greater success in the foreign language acquisition process. The Department of Foreign Languages of the Military Academy of Lithuania conducted a research aimed to determine the motivation types of the Military Academy cadets, analyze their primary psychological needs and identify their learning priorities. Twenty second year cadets of the PreIntermediate, Intermediate and Upper-Intermediate levels took part in the numerical research conducted by the Foreign Languages Department. The military students had to complete a three part numerical questionnaire. The first part measured the prevalent types of motivation and main psychological needs which can enhance intrinsic motivation. The second part gauged the learners’ needs fulfillment in the four language skills. The results of the research showed that motivation types vary in different language level groups. For instance, the Upper-Intermediate and Intermediate level groups demonstrated a higher level of intrinsic motivation. Whereas, extrinsic motivation has been the dominant factor in the Pre-Intermediate group. As a result, the higher levels have chosen more creative and challenging tasks as well as communication in English outside the classroom. On the contrary, the Pre-Intermediate group preferred more teacher-guided tasks and mini-group work. Summarizing the results it can be stated that further research, involving a bigger number of respondents, is recommended.