HARMONIZING STUDENTS' PSYCHOLOGICAL TYPES AND LEARNING MOTIVATION IN FOREIGN LANGUAGE LEARNING
Keywords:
Psychotype, learning motivation, differentiated approach, interactive method, psychodidactics, learner-centered education, language learning strategy, integrative motivation, self-assessment, foreign language teaching.Abstract
This article provides an in-depth analysis of the integration of learners' psychological types and learning motivation within the modern foreign language teaching paradigm. It substantiates that language acquisition effectiveness is directly linked to the learner’s psychotype, cognitive styles, and both intrinsic and extrinsic motivational factors. The necessity of developing differentiated teaching methods that take into account individual learner characteristics is emphasized, drawing on Carl Jung’s typology, the motivational theories of Gardner and Dörnyei, as well as the Felder-Silverman and Tomlinson models. The article highlights the role of interactive methods, the psychodidactic approach, and assessment tools in enhancing learning motivation, and suggests effective strategies for teaching based on a learner-centered instructional model. The study’s conclusions scientifically justify the need for reflective, flexible, and differentiated methodological approaches in foreign language education.
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