Ключевое слово: «motivation»

This article is devoted to the analysis of the effectiveness of integrating music into the educational process to increase students' motivation and assimilation of lexical material. The paper examines the theoretical foundations of the method, including Gardner's theory of multiple intelligence and the psychophysiological aspects of music perception. The data from empirical studies and meta-analyses are presented, demonstrating a statistically significant positive effect of music-integrated lessons on motivation and vocabulary memorization compared with traditional teaching methods. The article also offers practical recommendations for educators and identifies areas for future research.

In a rapidly developing world, children are bombarded daily with a huge flow of information: textual, auditory, graphical, multimedia, and other types, which is very difficult for them to navigate if they haven't developed the skills and abilities to set clear goals, allocate tasks, and plan their time and energy. Increased workloads at school, the introduction of new extracurricular activities, and a large number of tests and quizzes often cause stress in students, while the immense flow of information affects both their mental and physical health. This contributes to the emergence of negative emotions: anxiety, fear, depression, protest, or resentment. Furthermore, adolescents strive to meet the expectations of adults, teachers, and parents, and in rare cases, they can overcome tension and not be upset by failures. Our research is dedicated to studying the causes of decreased academic motivation in schoolchildren with an increasing volume of assignments, and we will also examine how prolonged stress affects their emotional state.

The article analyzes the pedagogical conditions for the formation of foreign language communicative competence of students in the system of supplementary education, using the example of teaching Chinese to children and adolescents aged 6–16. The theoretical framework of the study is based on communicative and sociocultural approaches to foreign language teaching. The results of pedagogical observation and analysis of the dynamics of speech activity development in six small study groups are presented. A positive dynamic in the development of dialogical speech, independent utterance production, phonetic accuracy, and communicative confidence is recorded. The significance of age differentiation of instructional content and the creation of a psychologically comfortable language environment is substantiated.