Motivation of Indonesians to learn Russian language: dynamic model and its methodical potential

Statement of the problem. The motivation system is the engine of conscious activity and human realization in any field, including in the field of educational and training activities. Considering the phenomenon of motivation in various aspects, researchers do not abandon attempts to present it in the form of one model or another. However, well-known experiences in creating such structures show that, as motivating ones, they take into account elements of a predominantly rational nature: career, success, authority, financial and social well-being, etc. Meanwhile, both certain theoretical calculations and humanitarian practice, in particular, methods of teaching foreign languages, make us pay attention to the fact that in the formation of attitudes to activity, components of an emotional and value nature play a significant role. The purpose of the study is to create a model of motivation of students from Indonesia to study Russian as a Foreign Language (RFL) based on motivational factors of emotional and value nature. Methodology (materials and methods). Research methodology is based on the principles of communicativeactivity- related and ethno-oriented approaches, within the boundaries of which universal methods of analysis and synthesis, as well as a comparative method, are used. Research results. The RFL motivation model includes the following components: a motivated subject, a motivating subject, an object of motivation, a motivational assessment, motivational modus, a motivated action, which are considered in the dynamics of their development and at the same time in application to the process of teaching Russian as a foreign language to Indonesian students. This model is structured at three levels: the basic level (I) reflects the students’ primary stereotypical idea of Russia, which fits into a set of well-known concepts and characteristics, defined as “exotic ‘other’” and which will be “interesting to know”; the generated level (II) corresponds to the period of students’ immersion in the educational process, comprehension of the Russian language and Russian culture, interethnic contacts, which are characterized as “looks like mine and good” or “doesn’t look like mine, but not bad” - something interesting that one wants to “study and learn”; the resulting level (III) corresponds to the final stage of training, when foreign citizens form an integrated idea of Russia, supported by diverse experience, as well as a stable attitude of belonging to the appropriated culture and language, which have managed to become “our own” and/or “friendly” and activate motivational attitudes through the key predicates “collaborate”, “study”, and “learn”. Conclusions. The emotional value-related component in the general structure of motivations - taking into account the principles of communicative activity-related and ethno-cultural approaches - is significant and influences the effectiveness of the language learning processes and social adaptation of Indonesians studying RFL.