CURRENT ISSUES IN FOREIGN LANGUAGE TEACHING: DEVELOPING STUDENT MOTIVATION IN CONTEMPORARY EDUCATIONAL CONTEXTS

In the contemporary era of globalization and educational transformation, foreign language teaching faces a range of pedagogical and psychological challenges, among which learner motivation remains one of the most critical. Despite advances in teaching methodologies and educational technologies, many learners demonstrate low engagement and limited persistence in foreign language learning. This article explores current issues in foreign language teaching with a particular focus on the formation and development of student motivation. Drawing on key theories of second language acquisition, including the L2 Motivational Self System, self-determination theory, and communicative language teaching, the study analyzes how motivational factors are shaped by classroom environment, instructional strategies, and teacher–learner interaction. Using a qualitative theoretical approach, the paper proposes an integrated pedagogical framework aimed at enhancing student motivation in foreign language classrooms. The findings emphasize that motivation is a dynamic construct influenced by pedagogical design and learning context, and that fostering motivation is essential for sustainable language learning and communicative competence.

在全球化与教育变革的当代语境下，外语教学面临诸多教学法与心理学层面的挑战，其中学习者动机始终是最为关键的挑战之一。尽管教学方法与教育技术均取得了长足进展，但众多外语学习者仍表现出参与度不足、学习持久性有限的问题。本文围绕外语教学中的现存问题展开探讨，重点关注学生学习动机的形成与发展路径。本研究依托二语习得（Second Language Acquisition）的核心理论，包括二语动机自我系统（L2 Motivational Self System）、自我决定理论（Self-Determination Theory）与交际语言教学法（Communicative Language Teaching），分析课堂环境、教学策略以及师生互动如何塑造学习动机相关因素。本研究采用质性理论研究路径，提出一套旨在提升外语课堂中学生学习动机的整合式教学框架。研究结论强调，学习动机是一种受教学设计与学习情境共同影响的动态建构，而培育学习动机对于实现可持续的语言学习与交际能力提升至关重要。