Keyword: «мотивация»

The article reveals various approaches of scientists and teachers to form the motivation and readiness of a future history teacher to form educational motivation in schoolchildren, and also presents the results of an experiment proposed to students in order to clarify their students' ideas about what kind of teacher's activity in the classroom, in their opinion, contributes to the formation of cognitive interest in the subject and cognitive activity of schoolchildren towards learning in general.

For the optimal organization of the process of aviation English teaching in a military university, it is necessary to take into account the level of educational motivation of cadets. The article discusses various approaches to the classification of motivation both in psychology and in the methodology of teaching a foreign language; the results of questioning of cadets of the 4th year are given in order to determine the leading types of educational motivation.

The relevance of the problem under consideration is determined by necessity of the complex approach to the issue of giving feedback in a student-centered classroom and also in the context of learner autonomy formation in the educational process. Thus, teaching writing goes hand in hand with providing comments from a teacher, peers, computer programmes which taken into consideration foster improvement on pieces of writing. Therefore, the issue of the creation of the conditions for effective feedback encouraging learners to take action and correct their works is of particular importance. The research aims at developing a model for forming an understanding of the essence of teacher comments and their correct interpretation by the students. The study was carried out taking into account the tenets of self-determination theory linking motivation and a desire for action with people's basic psychological needs – relatedness, autonomy, competence – being met. Also the work draws on the basis of the sociocultural theory implying that knowledge is constructed in an interaction with other people – teachers and peers. The experiment using a new format of work «Writing Hall of Fame» is supported by the concept of tacit knowledge. This knowledge is difficult to express but it can be acquired through discussions of exemplars, analogies, various stories. The analysis of the academic literature made it possible for the author to identify the key components of the model geared to the building of awareness of teacher’s comments and understanding of their essence: appreciating feedback, creating trusting teacher-student relationships, principles and strategies of effective feedback, peer assessment, creating collection of the best student works «Writing Hall of Fame». The description of each component is accompanied by methodological recommendations. The theoretical significance of the work lies in the creation of the model forming in learners the understanding of feedback and its value that is likely to lead to action and better learning. The practical significance of the article stems from the possibility of the model use in other learning contexts – at master's and postgraduate levels, specialized universities by tailoring its components to the learners' needs and educational programmes.