MOTIVATION OF NON-LINGUISTIC SPECIALTY STUDENTS TO LEARN FOREIGN LANGUAGE: PROBLEMS AND SOLUTIONS

The article addresses the issue of low motivation among students of technical and economic specialties to study foreign languages, which significantly hinders their professional training. The reasons for insufficient motivation are analyzed, primarily the lack of a clear connection between language courses and students' future professional activities. A profession-oriented approach is proposed as a solution, allowing learners to recognize the practical value of acquired language competencies. The study employed a set of methods including questionnaires, a pedagogical experiment, and comparative analysis. Special attention was paid to the impact of professional context and psychological factors on the formation of sustainable motivation. Experimental data demonstrated an increase in students' learning activity when profession-oriented methods were applied, particularly with the integration of CLIL and gamification elements. At the same time, differences in the perception of innovative approaches between technical and economic students were identified. The results confirm the necessity of revising traditional methods of foreign language teaching in non-linguistic universities and provide practical recommendations for improving language education, taking into account professional specificity.