Motivation and psychological barriers in the process of foreign language learning

Abstract

In the modern era, the growth of competitiveness in the labour market and the search for qualified personnel are directly related to foreign language proficiency. Employers' requirements extend beyond narrow specialization to include knowledge of one or several foreign languages, which increases the necessity of language learning. 

One of the most important psychological aspects of language learning, as well as other activities, is motivation. 

Motivation can lead to successful language acquisition and long-term achievements, help discover abilities within oneself during the learning process, stimulate greater interest in the subject, and ulti­mately provide an opportunity to implement the acquired kno­wledge practically. 

However, our research has shown that the effectiveness of the learning process depends not only on individual motivation but also on the learning environment and psychological attitudes. 

To determine students' psychological disposition during lang­uage learning - assessing motivation, anxiety, and interest; identifying gaps in the process; and considering necessary psychological appr­oaches for increasing learning productivity - we conducted a survey among Georgian students studying Turkish and German. The study revealed that students’ motivation is directly linked to the personal qualities of the teacher, including positive energy, openness, empathy, and emotional support. Such an approach significantly reduces anxiety and fear, increases trust, and promotes active participation in the learning process. 

One of the main reasons for demotivation and anxiety was identified as the fear of making mistakes, which impedes participation in communicative activities. Overcoming this barrier is possible through teacher support, interactive exercises, and appropriate psych­ological strategies. Therefore, language teaching is most effective when the lecturer’s academic competence and professional skills harm­oniously combine with personal qualities and strategies for overc­oming psychological barriers, creating a result-oriented learning envir­onment. This greatly enhances teaching quality, boosts student moti­vation, and, most importantly, fosters self-confidence.