Nelly Al. Krasovskaya

The relevance of promoting the Russian language in the Western Balkans region is largely determined by the current geopolitical situation, the idea of creating a "trend" for the study of Russian as a foreign language. The purpose of the study is to analyze the orientation of teachers to increase the motivation to learn Russian as a foreign language among Serbian schoolchildren. As a result, we substantiated the need to identify and conceptually generalize the ways of developing motivation to learn Russian as a foreign language among schoolchildren, using the opinions of the Russian language teachers in the Republika Srpska (Bosnia and Herzegovina). The socio-psychological approach to the consideration of motivation in the study of foreign languages is revealed; the ways of increasing and obstacles to maintaining a high level of motivation in learning Russian as a foreign language are analyzed. The article presents the results of a survey among 25 teachers of the Russian language from the Republic of Srpska (Bosnia and Herzegovina) to identify the specific features of stimulating motivation of Serbian schoolchildren to learn the Russian language. The analysis of the survey material showed that the value of learning the Russian language is realized by Serbian teachers in a pragmatic context: it can be useful in later life, they can travel around Russia and communicate with Russian people. The most significant motives for learning Russian as a foreign language are: the desire to learn and be educated, for communication and interaction, for self-development and intellectual growth, and for love to their teacher. The substantiation of the methods and techniques for creating an effective language environment to improve the quality of learning Russian as a foreign language in the regional context determines the theoretical significance of the study. The practical significance of the study lies in obtaining information about the value of learning and mastering the Russian language among Serbian schoolchildren, their initiative in this aspect, objectifying certain difficulties in learning the grammar and vocabulary of the Russian language. It is concluded that in the absence of a language environment, systematic training of teachers is especially important, aimed ultimately at developing the motivation of Serbian students to learn the Russian language through innovative methods, game technologies, projects, interactive resources, feedback and active speech interaction.