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Introduction. Today, foreign language competence of a person is a necessary means of active social and professional life. Despite this, quite a lot of young people do not always have the desire to learn foreign languages. This paradox made the motivation to learn foreign languages a popular issue to research worldwide. The article presents the scoping review of international studies devoted to the issue of motivation to learn foreign languages. First of all, it is necessary to understand the research trends in the study of this issue in general, and to determine factors, which influence the lack of students' interest to learn foreign languages in particular.The aim of the present research is to outline the current focus trends and to define the gaps in international research papers aimed at investigating the issue of motivation for foreign languages learning.Methodology and research methods. The methodological framework of the current research is based on the qualitative content analysis of relevant empirical research on this issue from the periodicals indexed by the international databases Scopus and Web of Science over the last 15 years. This review will provide an understanding of the degree of knowledge of the analysed issues at the international level.Results. The research works on the issues of motivation for foreign languages learning were divided into two main categories: the research works concentrated on inner - academic and professional factors, and the works which deal with the outer - social factors of influence. Within these groups, the existing research trends and the most promising research areas were identified (for instance, the influence of peers on the motivational sphere of students). Amongst the numerous works investigating external (socio-economic) factors of influence, there is insufficient research on the influence of macro-political and macro-economic factors on the motivation for learning languages (for instance, foreign languages learning preferences). The research outcomes will contribute to understanding the factors, which influence the students' lack of interest in learning foreign languages.The scientific novelty is in the originality of the demonstrated review, which includes many scientific papers performed by scientists from all over the world and based on various research procedures. In the review, the geographical principle of data selection was not used and the publication date was not taken into account. The main selection criterion was a research paper to be published in a journal peer-reviewed by international databases over the last 15 years.Such a principle was necessary to understand research trends in the issue of motivation for mastering a foreign language competence and to determine similar (or specific) factors for different countries, which cause students' lack of interest in learning foreign languages.Practical significance. The results of the obtained analysis will give understanding of the reasons for the lack of students' motivation to study foreign languages. Moreover, it will help to find a solution to this international challenge.

[ES] Este trabajo expone la situación actual en China de la aplicación de la metodología AICLE para el aprendizaje de lenguas extranjeras y de ELE en particular. Para ello, se realiza un estudio bibliográfico y se propone una actividad siguiendo esta metodología para poder explorar su viabilidad y hacer algunas recomendaciones. Aquest treball exposa la situació actual a la Xina de l'aplicació de la metodologia AICLE per a l'aprenentatge de llengües estrangeres i d¿ELE en particular. Per aquest fí, es realitza un estudi bibliogràfic i es proposa una activitat seguint aquesta metodologia per poder explorar la seva viabilitat i fer una sèrie de recomanacions., [EN] This work exposes the current situation in China of the application of the CLIL methodology for learning foreign languages and for Spanish as a foreign language in particular. For this porpuse, a bibliographic study is carried out and an activity is proposed following this methodology in order to explore its viability and make recommendations.

Being autonomous is fundamental for competence development in a foreign language. It is impossible to learn another language without continuous actions that go way beyond the ones commanded by a teacher. However, metacognitively organizing the autonomization process has always been a challenge to most students. Tassinari (2015) proposes a model that aims at helping students in this process. This text, besides discussing the individual basis of the autonomization process, transforms Tassinari’s model into a game to be collectively played. It shows how this was done and the results of an experimental round played by a group of freshmen with different levels of command of the language. Results show that there was a higher level of awareness among students concerning on one hand what really means learning a language and on the other which are the dimensions that need to be activated in order to achieve successful learning., Autonomia na aprendizagem de línguas é essencial para o desenvolvimento da competência em língua estrangeira. Impossível aprender uma língua sem executar, de forma contínua, ações que vão muito além daquelas demandadas por um professor. No entanto, organizar metacognitivamente o processo de autonomização sempre foi um desafio para grande parte dos estudantes. Tassinari (2015) propõe um modelo que visa auxiliar nesse processo. Este artigo, além de discutir as bases individuais do processo de autonomização, transforma o modelo proposto em um jogo a ser executado coletivamente. O texto mostra como isso foi feito e os resultados de um emprego experimental do mesmo em uma turma de aprendentes de níveis diferentes. Os resultados mostram que houve uma maior conscientização, por parte dos estudantes, do que significa aprender uma língua e quais as diferentes dimensões que precisam ser mobilizadas para que essa aprendizagem seja eficiente.

This paper analyses the influence of the distance learning modality (synchronous/asynchronous) in the learning of anaphora in English and Spanish as foreign languages, based on the results of a course offered to 45 Modern Language students at a Brazilian university in the first semester of 2020. Factors as the level of proficiency, type of task, and degree of motivation were also considered in this experimental study. Two experimental groups and one control group were compared in four written tests. English learners demonstrated a higher prior knowledge of anaphora than Spanish learners and showed the best test results. A positive and moderate correlation was found between the knowledge of anaphora, level of proficiency, and degree of motivation to study the language. Although the experimental groups made progress in the reading tests, the same did not happen in the writing tests. Finally, the difference was not significant between the two experimental groups. UIDB/50021/2020 info:eu-repo/semantics/publishedVersion

Introduction. Today, foreign language competence of a person is a necessary means of active social and professional life. Despite this, quite a lot of young people do not always have the desire to learn foreign languages. This paradox made the motivation to learn foreign languages a popular issue to research worldwide. The article presents the scoping review of international studies devoted to the issue of motivation to learn foreign languages. First of all, it is necessary to understand the research trends in the study of this issue in general, and to determine factors, which influence the lack of students' interest to learn foreign languages in particular. The aim of the present research is to outline the current focus trends and to define the gaps in international research papers aimed at investigating the issue of motivation for foreign languages learning. Methodology and research methods. The methodological framework of the current research is based on the qualitative content analysis of relevant empirical research on this issue from the periodicals indexed by the international databases Scopus and Web of Science over the last 15 years. This review will provide an understanding of the degree of knowledge of the analysed issues at the international level. Results. The research works on the issues of motivation for foreign languages learning were divided into two main categories: the research works concentrated on inner - academic and professional factors, and the works which deal with the outer - social factors of influence. Within these groups, the existing research trends and the most promising research areas were identified (for instance, the influence of peers on the motivational sphere of students). Amongst the numerous works investigating external (socio-economic) factors of influence, there is insufficient research on the influence of macro-political and macro-economic factors on the motivation for learning languages (for instance, foreign languages learning preferences). The research outcomes will contribute to understanding the factors, which influence the students' lack of interest in learning foreign languages. The scientific novelty is in the originality of the demonstrated review, which includes many scientific papers performed by scientists from all over the world and based on various research procedures. In the review, the geographical principle of data selection was not used and the publication date was not taken into account. The main selection criterion was a research paper to be published in a journal peer-reviewed by international databases over the last 15 years. Such a principle was necessary to understand research trends in the issue of motivation for mastering a foreign language competence and to determine similar (or specific) factors for different countries, which cause students' lack of interest in learning foreign languages. Practical significance. The results of the obtained analysis will give understanding of the reasons for the lack of students' motivation to study foreign languages. Moreover, it will help to find a solution to this international challenge. Введение. Иноязычная компетентность для современного человека является необходимым средством активной социальной и профессиональной жизни. При этом приходится признать, что желание изучать иностранные языки отсутствует у большого количества молодых людей. Этот парадокс сделал проблему мотивации изучения языков популярной у исследователей в разных странах мира. В статье представлен систематический обзор международных исследований, посвященных вопросам мотивации изучения иностранных языков. Подобный обзор был предпринят для понимания существующих исследовательских тенденций в изучении указанной проблемы в общем и определения факторов, обуславливающих отсутствие у обучающихся интереса к изучению иностранных языков, в частности. Цель исследования - на материале международных исследований определить существующие на данный момент исследовательские тенденции и выявить недостаточно изученные аспекты проблемы по вопросу мотивации изучения иностранных языков. Методология и методы. Методологической основой данной работы стал качественный контент-анализ релевантных эмпирических исследований, опубликованных за последние 15 лет в периодических журналах, входящих в международные базы данных Scopus и Web of Science. Данный обзор дает возможность понять степень изученности анализируемой проблематики на международном уровне. Результаты исследования. Исследовательские работы по вопросам мотивации изучения иностранных языков школьниками и студентами были разделены на две основные группы: исследования, сосредоточенные на влиянии внутренних - учебных и профессиональных - факторов на мотивацию, и те, авторы которых считают наиболее важными внешние - социальные - факторы. Внутри этих групп были определены существующие исследовательские тенденции и наиболее перспективные направления научного поиска в этой сфере, например, влияние сверстников на мотивационную сферу обучающихся. На фоне многочисленных работ, исследующих внешние (социально-экономические) факторы влияния, отмечается недостаточное количество исследований, посвященных влиянию макрополитических и макроэкономических факторов на мотивацию изучения языков, например, в вопросе предпочтения одних языков другим. Результаты исследования будут способствовать пониманию факторов, ставших причиной отсутствия у школьников и студентов интереса к изучению языков. Научная новизна обеспечивается оригинальностью представленного обзора, включающего в себя множество научных работ, выполненных учеными из разных стран мира, представляющих различные подходы к предмету. В обзоре не использовался географический принцип отбора классификации исследований и не учитывалась дата публикации - главным критерием отбора была публикация в научном издании, рецензируемом международными базами данных за последние 15 лет. Такой принцип был необходим для понимания исследовательских тенденций в изучении вопроса мотивации овладения иноязычной компетенцией и определения сходных (и специфических) для разных стран факторов, влияние которых привело к отсутствию у обучающихся интереса к изучению иностранных языков. Практическая значимость. Результаты проведенного анализа помогут понять причины недостаточной мотивации школьников и студентов к изучению иностранных языков, что будет способствовать решению этой насущной международной проблемы. The authors are deeply grateful to the reviewers for their expert evaluation of the manuscript. Авторы выражают глубокую признательность рецензентам за экспертную оценку рукописи.

Introduction In today's world knowledge of a foreign language is an important component of personal and professional life. The expansion of international relations, access to world scientific thought, the need to search for information in foreign sources and on the Internet - these are the factors that stimulate motivated learning activities of students to learn a foreign language. English, which is now the language of international communication, is the most widely spoken in Europe and the world. Every year this language is penetrating deep into all spheres of our lives due to many factors: economic, political, strategic, cultural and domestic. That is why there is a growing need to learn English by adults. In view of this, the development of the theoretical foundations of andragogy, which explores the educational activities of adults, is relevant.Thus, the purpose of this work is to highlight a number of characteristics of adult learning that distinguish them from schoolchildren and students, in order to facilitate their learning, to meet their educational needs.Originality Analysis and generalization of modern psychological, pedagogical and methodological literature shows that there is no comprehensive coverage of the peculiarities of teaching foreign languages to adults, as well as pedagogical conditions for the effectiveness of this process. A common myth in education is that adults tend to be ineffective as students, saying that the younger people are, the more flexible their brains are and therefore the better their cognitive functions are. However, research seems to challenge this myth, pointing out that adults can perfectly achieve a high level of foreign language proficiency. In addition, it is necessary to take into account the psychological characteristics of adults. So, learning English by adults is more than real, they having many benefits for it. With all these benefits, it becomes clear that being an adult is not a disadvantage when learning a language.Conclusion Naturally, there are many differences in the methodology of learning a foreign language by adults and children. In some respects, adults have an advantage, in some children do, but in neither case there is no biological pattern. In addition, language skills do not decrease with age. Age is not an obstacle to learning a foreign language, moreover, according to recent research, linguistic activity contributes to a more active state of mind of an adult. Despite the difficulties that may arise, the process of learning English by adults can be very interesting and at the same time useful. We believe that to meet the needs of modern society in terms of learning a foreign language it is necessary to proportionally combine classical methods and new trends, taking into account the psycholinguistic characteristics of adults. The above does not cover all aspects of this problem. We believe that studying the experience of foreign language teaching to adults both in Ukraine and abroad can be the prospect of further research., Статья посвящена проблемам изучения английского языка взрослыми. Предлагаются базовые стратегии обучения взрослых иностранным языкам в свете андрагогики. Указано на существенные особенности обучения взрослых, в том числе высокую мотивацию, позитивное отношение к иностранному языку, интерес к ней, наличие таких черт характера, как трудолюбие, организованность, самостоятельность, целеустремленность и т.д., определенный запас знаний, умений и навыков, а также определенные индивидуальные особенности в сенсорной и интеллектуальной сферах, необходимые для такой деятельности. Также проанализированы преимущества взрослых для изучения иностранных языков и трудности, с которыми они сталкиваются в процессе их освоения. Предложены формы и методы организации и проведения обучения., Стаття присвячена проблемам вивчення англійської мови дорослими. Пропонуються базові стратегії навчання дорослих іноземним мовам у світлі андрагогіки. Вказано на суттєві особливості навчання дорослих, зокрема високу мотивацію, позитивне ставлення до іноземної мови, зацікавлення нею, наявність таких рис характеру, як працьовитість, організованість, самостійність, цілеспрямованість тощо, певний запас знань, умінь і навичок, а також певні індивідуальні особливості в сенсорній та інтелектуальній сферах, необхідні для такої діяльності. Також проаналізовано переваги дорослих для вивчення іноземних мов та труднощі, з якими вони стикаються у процесі їх опанування. Запропоновано форми і методи організації і проведення навчання.

This paper analyses the influence of the distance learning modality (synchronous/asynchronous) in the learning of anaphora in English and Spanish as foreign languages, based on the results of a course offered to 45 Modern Language students at a Brazilian university in the first semester of 2020. Factors as the level of proficiency, type of task, and degree of motivation were also considered in this experimental study. Two experimental groups and one control group were compared in four written tests. English learners demonstrated a higher prior knowledge of anaphora than Spanish learners and showed the best test results. A positive and moderate correlation was found between the knowledge of anaphora, level of proficiency, and degree of motivation to study the language. Although the experimental groups made progress in the reading tests, the same did not happen in the writing tests. Finally, the difference was not significant between the two experimental groups. Resumo Este artigo pretende analisar a influência da modalidade de ensino a distância (síncrona e assíncrona) na aprendizagem da anáfora em inglês e espanhol como línguas estrangeiras, com base nos resultados de um curso oferecido a 45 estudantes de Letras de uma universidade brasileira no primeiro semestre de 2020. Neste estudo experimental, também foram considerados fatores como o nível de proficiência, grau de motivação e tipo de tarefa. Dois grupos experimentais e um grupo de controle foram comparados, ao longo de quatro testes. Os estudantes de inglês demonstraram maior conhecimento prévio de anáfora do que os de espanhol e apresentaram melhores resultados nos testes. Identificou-se uma correlação positiva e moderada entre o conhecimento de anáfora, o nível de proficiência e o grau de motivação para estudar a língua. Apesar de os grupos experimentais progredirem nos testes de compreensão, o mesmo não ocorreu nos testes de produção escrita. Por fim, não houve diferença significativa entre os dois grupos experimentais.

O presente trabalho de projeto apresenta um estudo sobre a utilização das redes sociais enquanto meio de aprendizagem colaborativa e informal do Espanhol - Língua Estrangeira (ELE). Partindo da análise de um grupo privado no Facebook, denominado «Alunos de Espanhol (RC)», procura-se compreender quais são as vantagens da aprendizagem informal e colaborativa nas redes sociais e até que ponto poderão estas beneficiar os aprendentes, servindo de complemento, ou até mesmo alternativa, à aprendizagem formal de uma língua estrangeira. Procura-se, do mesmo modo, obter dados que ajudem a compreender que percepção têm os aprendentes acerca do papel do tutor/mediador nos grupos de aprendizagem informal e colaborativa nas redes sociais; qual é a realidade deste grupo especificamente; e como melhorar a aprendizagem do espanhol na sua página do Facebook. Este trabalho segue o modelo metodológico de Estudo de Caso e uma metodologia mista, na qual se conjugam as análises quantitativa e, maioritariamente, qualitativa. A análise dos resultados demonstra qual é a realidade do grupo em análise, inclusive no que diz respeito à aprendizagem informal e colaborativa em redes sociais, apontando meios de resolução de pontos menos positivos que podem influenciar negativamente a aprendizagem no seio do grupo, e deixa evidente a necessidade de realizar outros estudos, sobretudo no que à aprendizagem linguística diz respeito e à análise da figura do tutor/mediador em grupos análogos. This practical project presents a study about the use of social networks as a mean to the collaborative and informal learning of Spanish - Foreign Language (SFL). From the analysis of a private group on Facebook, named “Alunos de Espanhol (RC)”, we try to understand what are the advantages of informal and collaborative learning in social networks and to what extent these may benefit learners, serving as a complement, or even an alternative, to the formal learning of a foreign language. We try, in the same way, to obtain information that may help us understand the perception learners have about the role of the tutor/moderator in groups of informal and collaborative learning in social networks; what is the reality of this group in particular; and how to improve the learning of Spanish in its Facebook page. This work follows the case study methodology and a mixed method approach of research design, in which the quantitative and, above all, qualitative approaches combine. The analysis of the results show the reality of the studied group, inclusively in what concerns to the informal and collaborative learning in social networks, indicating means to solve some problems that can affect learning, in this group, in a negative manner, and clearly shows the need to conduct further studies, especially in what concerns to language learning and to the analysis of the tutor/moderator figure in similar groups.

The main purpose of the article is to show in diachronic and synchronic aspects foreign languages teaching and learning within the educational space of Russia. A special attention is paid to English as a foreign language (EFL), the presence of which in different educational paradigms is concerned under the concept of globanglization and commodification of educational services. Both advantages and disadvantages of the linguistic learning commodification as well as the future perspectives of the linguistic lifelong learning paradigm are described В статье в диахронной и синхронной перспективах рассматриваются преподавание и изучение иностранных языков в образовательном пространстве России. Особое внимание уделяется английскому языку как иностранному (EFL), бытование которого в различных образовательных парадигмах анализируется в терминах глобанглизации и коммодификации образовательных услуг. Описываются положительные и отрицательные аспекты коммодификации языкового образования и перспективы развития парадигмы лингвистического образования в течение всей жизни (Language Lifelong Learning)