DEVELOPING LEARNING MOTIVATION IN FOREIGN LANGUAGE TEACHING

This article examines theoretical approaches and pedagogical strategies aimed at developing learners’ motivation in the process of foreign language teaching. Drawing on Self-Determination Theory, the L2 Motivational Self System, and approaches to creating a motivating classroom environment, the study explores the intrinsic and extrinsic factors influencing learning motivation. A review of scholarly articles, meta-analyses, and methodological literature is conducted, with particular attention to autonomy, competence, relatedness, the ideal L2 self, meaningful communicative tasks, and constructive feedback. The findings suggest that motivation should not be regarded as a one-time incentive but rather as a continuous pedagogical process supported in accordance with learners’ individual needs and educational contexts. The article concludes by presenting practical recommendations for integrating motivational strategies into foreign language teaching.