Motivational Issues Related to the Business Foreign Language Class in Higher Education

Abstract

The present student-centered paradigm in education aims at developing the motivational dimension of the stakeholders within the educational process, i.e. the teacher and the student. Considering the dynamics of the system of needs in the present highly technologized consumer society, motivation allows the understanding of a series of psycho-social phenomena within which it establishes a functional cycle together with the activity and the conduct. It is worth considering the motivational and cognitive education of teachers who teach foreign languages to economics students, as well as the informative side of their training because all their linguistic, cultural, and pedagogical competencies attend to economics students. The humanistic, cultural, and ludic components of the foreign language class may constitute predominantly intrinsic motivation for economics students. The didactic strategy, the need for feedback, the interdetermination relationship between teacher and student, and issues related to the organizational and social culture are solutions for decoding motivational issues. The final aim of the formative-motivational elements is represented by the preparation of individuals for self-learning and continuous learning throughout their entire life.