Value-semantic priorities of non-linguistic students at the initial stage of foreign language learning

The aim of this research is to identify the value-semantic priorities of non-linguistic students at the initial stage of foreign language learning at the university. A linguistic analysis of students' statements and their reactions to motivational questions made it possible to identify the pragmaticons of the respondents' motivational profiles, systematize them according to the degree of autonomy in accordance with the self-determination theory (E. Deci, R. Ryan), and determine value-semantic priorities. The scientific novelty of the work lies in considering motivation as a continuum of self-determination, which contributed to a deeper and more dynamic representation of motivational processes. The research established that at the initial stage of foreign language learning at the university, students demonstrate high motivational potential, which, when linguistic and didactic principles of foreign language education are observed, allows for achieving the necessary achievements in the formation of foreign language competence.