Motivation factors in learning Azerbaijani and Turkish languages in Moscow

Hasanov Mammadali Magsad Ogly ORCID: 0000-0002-8417-8599 PhD Student, Department Department of Foreign Languages, Peoples' Friendship University of Russia 117198, Russia, Moscow, Miklukho-Maklaya str., 15 mamedali.hasan.96@gmail.com Other publications by this author

Kambak Burak PhD in Philology Postgraduate Student, Department Department of Foreign Languages, Peoples' Friendship University of Russia 117198, Russia, Moscow, Miklukho-Maklaya str., 6 buragkambak@hotmail.com

Research in the field of motivation for learning a foreign language is the subject of attention of many domestic and foreign researchers in various scientific fields. A lot of research has been conducted to determine the axiological factors affecting the motivation of learning a foreign language. For this study, we analyzed the works of such scientists as R. Gardner, P.S. Smythe, Z. Derney, G. Crooks, R. Schmidt, R. Oxford, J. Shearin and others. Their theoretical conclusions served as the basis for this study.

From the point of view of theory, motivation is a fundamental and unique part of the persistence of behavioral processes and actions aimed at achieving goals.

On the practical side, identifying motivating aspects will help Turkish and Azerbaijani language teachers identify possible misconceptions of students and help them develop effective learning strategies, as well as diversify creative activities.

The main partMotivation is an important factor in the successful learning of a foreign language.

Initially, the term "motivation" comes from the Latin word "movere", which means "to move". It has several definitions, but in psychology motivation is a process that motivates people to take action to achieve the desired results. More specifically, motivation differs in three main features:

1. It arises because of a perceived need, i.e. motivation motivates a person to act;

2. Purposefulness. Motivation is a driving state that directs behavior in a certain direction and satisfies a perceived need;

3. Motivation supports progressive behavior that persists until the desired result is achieved.

Thus, motivation is a continuous process ^[5]. Extensive research has been conducted on motivation in language learning. As stated by the American professor and linguist Van Lier, motivation is a very important axiological factor in language learning ^[6]. Numerous studies have shown that motivation has a significant impact on the choice of learning strategies, interaction with native speakers, ways of obtaining information, perseverance and support in language learning, as well as on the final result of language proficiency.

The success of a student in mastering any foreign language largely depends on what motives he pursues in the learning process. I.A. Zimnaya defines a motive as a factor that is a stimulus that encourages a person to commit an action included in the sphere of activity defined by this motive ^[4]. Consequently, the concept of activity is inseparable from the concept of motive. As S.L. Rubinstein notes, all human actions come from a motive, that is, from the experience of significance, which gives them meaning for the individual ^[1]. Thus, motive and activity are interrelated. However, it is important to distinguish between the concept of "motive" and "motivation". The main component of the structure of educational activity is motivation, while an important role is played by the person who is the subject of this activity. V. G. Aseev emphasizes that a person's motivational system is a complex and multilevel system of motivators, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values and much more other. This structure of motivation determines the orientation of the personality, which may have a different character depending on the dominant motives and their content ^[4].

One of the most complete definitions of the motive was proposed by L.I. Bozhovich, one of the leading researchers in this field ^[4]. In her opinion, a motive is what motivates a person to act. The motive can be objects of the external world, ideas, feelings, experiences and other aspects of the subjective world of a person, everything that satisfies his needs. Thus, motivation is a set of psychological factors that determine a person's behavior and activity.

In this article, we will understand motivation as pedagogical influence, including methods and techniques of teaching a foreign language that contribute to better assimilation of the material by students. However, it is worth remembering that motivation is an internal motivation of a person, which is difficult to cause from the outside. A person will be able to successfully master a foreign language only if he himself feels the need for this and finds ways to achieve this goal for himself.

This article analyzes the motives and motivations of students studying Azerbaijani and/or Turkish in Moscow universities, language schools, institutes and cultural centers of these countries in Moscow.

We conducted a sociolinguistic study among students studying Turkish and Azerbaijani languages, aimed at finding out the motivation for studying Azerbaijani and Turkish outside the language environment. We interviewed students studying Azerbaijani and separately students studying Turkish, and also conducted interviews with some of them. Examples of questions in the questionnaire:

1. My goal in learning Turkish is to have a greater understanding and feeling of Turkish art and literature:

Assessment on a 10-point scale.

2. I am studying the Azerbaijani language because I want to move to live in Azerbaijan:

Assessment on a 10-point scale.

The total number of participants was 120 people, 60 students studying Turkish and 60 students studying Azerbaijani.

According to the results of the survey, it was revealed that the majority of students studying Turkish are Russians who do not have any family ties. Some choose this language as an additional professional competence within their specialty. In addition, for some students, interest in the culture of Turkey becomes the main motivator in learning the language. Also, the tourism potential and economic connection between Russia and Turkey is a factor stimulating the need for knowledge of the Turkish language.

The Azerbaijani language learners were mainly ethnic Azerbaijanis who grew up in Russia and wanted to learn their native language to communicate with relatives, as well as those who married Azerbaijani citizens in order to integrate into the culture.

In order to obtain clearer, more detailed and objective information after the survey, an oral interview was conducted among willing students.

To the question: a) Why did you decide to study Turkish? B) Why did you decide to study Azerbaijani? The participants had different answers. As a result, we have identified several motives in the study of Turkish and Azerbaijani languages:

Cultural interest. Students who have decided to study Turkish and Azerbaijani languages are distinguished by internal motivation caused by cultural interest in the languages being studied.

One of the interviewers, who is studying Turkish, says that after visiting Turkey, she fell in love with its culture. She also watches historical Turkish TV series very often, which motivated her to learn Turkish.

An interviewer studying the Azerbaijani language shared his motivation for studying it: "I have been in love with Azerbaijani songs since the Soviet Union. I was attracted by the melodiousness of this language. I also liked to study the culture of the Azerbaijani people. And all this motivated me to study the Azerbaijani language."From interviews with interviewers studying Turkish and Azerbaijani languages, it can be concluded that cultural interest and passion for national culture are important motivators for learning languages.

Communication. One of the main reasons for learning a language is the possibility of effective communication and socialization with other people.

Interviewer studying Turkish: "In fact, I have been invited to work in Turkey for 3 years. Of course, in order to move, I need to learn the language of this country initially. Because in my experience, not all Turks know English. For my own convenience, I decided to learn Turkish. I also know that education in Turkey is one of the best in the world.  I would like to study there too."Interviewer studying Azerbaijani: "It was very difficult for me to communicate with relatives and wives of my husband's friends.

  Since my husband is Azerbaijani, many Azerbaijani-speaking people have appeared in my environment. To be honest, it was not very easy for me to communicate with these people, since many of them do not know Russian. Especially in Azerbaijan. In fact, in a village in one of the districts of Azerbaijan. There are a lot of Russian speakers in Baku, it's easier for me there, but where my husband comes from, it's already very difficult for me to communicate there. Now I more or less know the Azerbaijani language and can communicate with my husband's relatives. I get to know my husband's culture more closely."

From interviews with students of Turkish and Azerbaijani languages, it is clear that the most motivating factor for learning a language is the need for communication with native speakers. An interviewer studying Turkish wants to move to Turkey, work and get an education there, so he learns the language in order to communicate effectively with the locals. The interviewer, who studies Azerbaijani, says that it is difficult for him to communicate with others who do not know Russian, so studying Azerbaijani allowed him to get more closely acquainted with his husband's culture and communicate more effectively with his relatives.

Return to the roots. This motive was identified exclusively among students of the Azerbaijani language. So one of the interviewers says: "I have always been ignorant of my native language. My parents are from Azerbaijan, but I have lived in Moscow all my life. To my great regret, my parents spoke to me only in Russian. Well, my environment in school days was only Russian-speaking. After entering the university, I made many friends from Azerbaijan. I could only speak to them in Russian, and they could speak to each other in Azerbaijani. I also often listen to Azerbaijani songs, my parents watch Azerbaijani films, and I understand everything very poorly. When I heard that there are Azerbaijani language courses at our university, I quickly signed up there. I have been studying Azerbaijani for 2 years now and it has become much easier for me in everyday life. I began to understand my relatives, friends, songs that I used to listen to and movies began to watch in Azerbaijani. I think that now I am not only Azerbaijani by nation, but also in general."Returning to the roots is an important process for people who have lost touch with the culture and language of their ancestors.

Learning your native language helps not only to better understand your loved ones, friends and culture, but also gives you a sense of belonging to your nation.

Study, employment opportunities. These motives were identified mainly among Turkish language learners. Study and work is one of the strongest motivation factors today, which determines the future of students with Turkey. This is due to the good level of education and economic potential of the Republic of Turkey. For example, one of the interviewers is a civil engineer, and he purposefully studies Turkish to work in Turkish campaigns.

ConclusionThus, according to the results of the study, the following conclusions are formulated:

In the article it is impossible to consider all the motivations in learning Azerbaijani and Turkish, as there are many of them and they can be unique for each individual.