Motivation as an important component of the psychological and pedagogical aspect of teaching a foreign language to students of a transport university

If teachers of a foreign language knew the answer to the question why some students are successful in learning a foreign language, and others are very far from such an assessment, then it would probably be much easier for them to go about their business. Unfortunately, there is no definitive answer to this question, but we can point out a number of factors that have a significant impact on the success or failure of our students in learning a language. Teachers have long drawn attention to the fact that those students who really want to learn a foreign language, succeed despite all the conditions of its study. It is noted that in the same learning environment, some "motivated" students learn much better than their peers, often achieving success in unfavorable conditions, even despite the use of methods that experts may assess as unsatisfactory. Therefore, it is very reasonable to assume that motivation with which our students come to the classroom is not only the most powerful factor influencing their success in learning a foreign language, but also a very complex phenomenon from the point of view of psychology. In this article, we tried to show what types of motivation are identified by researchers at the present stage and how they are related to language learning strategies. In addition, in our work, we tried to demonstrate some efforts made by the teachers of foreign languages of our transport university to strengthen the motivational strategies of students in the process of learning a foreign language. We are of the opinion that it is advisable for teachers to plan motivational strategies in the educational process.