Theory Of Motivation In Russia

academic programs letting more doors open for career opportunities. Nowadays education in Russia is aimed at developing students’ intellectual and personal resources with its emphasis on self-actualization and personal growth. The focal goal of education is to support development of students’ learning, cognitive and creative motivation providing them with a more comprehensive understanding of the value of personal activity, realization and fulfillment of their talents and potentialities.

Motivation is sure to constitute the backbone of learning process. Motivation is a power that dynamises behaviors of individuals for certain purposes, directs these behaviors and ensures those to maintain consistently (Demiral and Acat, 2002). It is motivation

Motivation is one of the main terms used to explain driving forces of behavior and activities (S.C.Moore, 2002; M. Oaksford, 2002; M. Zembylas, 2003, J.W. Atkinson, 1964; S.P. Grossman, 1979; A. Bolte, 2003; J. Kuhl, 2003; D.G. Moore, 2003; K. Burland, 2003; J.W. Davidson, 2003, et. al). Researchers often contrast intrinsic motivation with extrinsic one, the first energizing and sustaining activities through the spontaneous satisfaction inherent in effective volitional action, the latter being governed by reinforcement contingencies (Deci, Koestner, & Ryan, 1999). Pintrich, Roeser, De Groot (1994) refer intrinsic motivation to participating in a learning activity for its own sake and extrinsic − to participating in an activity due to the enhancers (rewards or punishment components) like getting good grades, making others happy, success in competition and unwillingness to fail the class. Traditionally, educators consider intrinsic motivation to be more desirable and to result in better learning outcomes than extrinsic motivation (Deci, Koestner, & Ryan,

Zembylas, 2003, et.al.; interest as a kind of inner motivation − V.G.Leontiev 1987; L.S.Vygotskij, 1956, et.al.

The studies of R. Gardner and B. Lambert reveal the most commonly used framework for understanding motivation that language learners typically have: instrumental and integrative types of motivation. The external needs, coming from outside, reflect the instrumental motivation, learning a language because of practical reasons. Integratively motivated learners want to learn the language so that they can better understand the people who speak that language, their culture. Integrative motivation has proven to be a strong impetus to successful language learning (R.C.Gardner, W.E.Lambert,