Essay from Mamatova Diyora

Young Central Asian woman with short dark hair and brown eyes. Headshot, white collared shirt and black coat.

Motivation of Foreign Students to Learn the Russian Language in a Non-Linguistic Environment 

Introduction 

The modern language policy of many countries aims at integration into the global educational and cultural space. In this context, learning foreign languages, particularly Russian, is becoming increasingly important. However, the effectiveness of learning largely depends on the level of student motivation, especially in a non-linguistic environment – that is, in countries and regions where Russian is not used in daily life.

This article is dedicated to exploring the motivation of foreign students to study Russian under such conditions, identifying the determining factors, and outlining ways to enhance academic motivation. 

1. The Concept of Motivation in the Process of Learning a Foreign Language 

Motivation is a combination of internal and external factors that prompt a person to take action. In the context of language learning, motivation plays a key role: it determines the student’s attitude toward the subject, perseverance in overcoming difficulties, and willingness to engage in independent work. 

Scientific research identifies two main types of motivation: 

– Integrative motivation – the desire to become part of another culture, communicate with its representatives, and understand their way of thinking; 

– Instrumental motivation – learning a language for practical purposes: obtaining education, employment, improving social status, etc. 

2. Features of Motivation in a Non-Linguistic Environment 

For students studying in countries where Russian is not an official or widely spoken language, motivation develops under specific conditions. The absence of a language environment limits practice opportunities, which may reduce interest in the subject. However, with strong personal or professional interest, students maintain high academic motivation. 

Factors influencing motivation in such conditions: 

– Personal interest in Russian culture and history; 

– Presence of relatives or friends who speak Russian; 

– Aspiration to study at Russian universities; 

– Career prospects associated with Russian language proficiency; 

– Participation in international projects, grants, internships. 

3. Empirical Study of Foreign Students’ Motivation 

To gain deeper insight into the issue, a survey was conducted among students from Central Asian countries studying in philological and non-philological faculties. The questions concerned their reasons for studying Russian, sources of motivation, and challenges faced. 

The results showed that: 

– Over 60% of students indicated professional motivation (job, career); 

– 25% were motivated by personal interest in culture; 

– 15% admitted studying the language as part of the curriculum, without intrinsic motivation. 

It was also found that having a teacher who uses interactive methods significantly increases motivation. 

4. Problems and Ways to Overcome Them 

Studying Russian in a non-linguistic environment comes with a number of challenges that directly affect students’ motivation. Let us consider the main ones: 

4.1. Lack of Language Practice 

The most commonly mentioned problem is the lack of speaking practice. In situations where Russian is not used in daily life, students struggle to maintain and develop communication skills. 

This can lead to decreased confidence and interest in further learning. 

Solution: Creating an artificial language environment – organizing Russian-speaking clubs, watching Russian films, participating in online events and forums with Russian-speaking participants. 

4.2. Lack of Motivational Stimuli 

In many cases, learning occurs “out of duty,” without internal interest. This attitude quickly leads to fatigue and decreased performance. 

Solution: Individualized approach – identifying each student’s goals, including assignments related to their interests. 

4.3. Limited Access to Modern Learning Resources 

In some universities, textbooks are outdated, making learning irrelevant and ineffective. 

Solution: Using digital resources, online platforms, and modern Russian language learning apps. 

4.4. Psychological Barriers 

Students often fear making mistakes when speaking, which hinders their verbal activity. 

Solution: Creating a supportive and tolerant atmosphere in class, where mistakes are seen as part of the learning process. 

5. Pedagogical Recommendations for Enhancing Motivation 

Successful teaching of Russian in a non-linguistic environment requires a creative approach from the teacher. Here are some recommendations: 

– Integration of culture into the educational process: lessons on culture, history, cuisine, and Russian art increase interest in the language. 

– Project-based learning: students work on mini-projects in Russian – create presentations, videos, conduct interviews. 

– Gamification of the learning process: using game formats (quizzes, quests, role-plays) stimulates participation and reduces anxiety. 

– Use of motivational interviews: inviting alumni who successfully use Russian in their careers positively influences students’ attitudes. 

– Differentiated approach: considering the level of knowledge, interests, and goals of each student helps create a comfortable and motivating environment. 

Conclusion 

Motivation is a key factor determining the success of learning Russian by foreign students in a non-linguistic environment. Despite external limitations, with proper pedagogical support, the creation of a learning environment, and the use of modern methods, motivation can not only be maintained but also enhanced. Modern technologies, cultural integration, and a learner-centered approach offer broad prospects for effective learning. 

Thus, the teacher plays an important role not only as a knowledge provider but also as a motivator who inspires students to learn the Russian language. 

References 

1. Galskova N.D. Modern Methods of Teaching Foreign Languages. – Moscow: Academia, 2019. 

2. Khrolenko V.N. Psychology of Motivation in Learning. – St. Petersburg: Piter, 2021. 

3. Belyaev B.V. Psycholinguistics and Foreign Language Teaching. – Moscow: Prosveshchenie, 2020. 

4. Frolova L.L. Motivation Features in a Non-Linguistic Environment // Bulletin of Pedagogical Sciences. – 2022. 

5. Electronic resource: www.pushkininstitute.ru

6. Electronic resource: www.russkiymir.ru

Poetry from Xoliqulova Husniyabonu

Young Central Asian woman with long dark hair in a ponytail, brown eyes, small hoop earrings, and a white collared shirt with black stripes, posing in front of a lawn with tall grass and trees and bushes and a house and swing set.

Dedicated to history

You hold within all days gone by,

The past that none can now deny.

The wars once waged with blood and flame,

And whispers time could never tame.

You saw the rebels rise in fight,

Brave sons who battled for the right.

For homeland’s sake, they faced the storm,

To war they marched in fearless form.

The page now shakes beneath my pen,

As tales of ancestors rise again.

A silent ache within my chest—

To write of history is no jest.

Poetry from Abdulrasheed Yakubu Ladan

ECHOES IN THE RUIN

In Gaza’s north, where shadows loom and fall,

A cry rises, echoing through it all,

The whispers of the hungry, the weary, and the worn,

A people besieged, with hope forlorn.

The streets, once vibrant, now a desolate stage,

Where silence screams, and desperation engages,

The eyes, once bright, now dim with pain,

Reflecting the struggle, the endless refrain.

We search for crumbs, for scraps of bread,

In a land that’s barren, where hope is dead,

The markets empty, the shelves laid bare,

A people starving, with no one to care.

The children weep, their bellies tight,

Their laughter silenced, their eyes without light,

The parents’ gaze, a mix of grief and shame,

As they watch their loved ones bear the weight of blame.

The hospitals, a testament to pain,

Where medicine’s scarce, and care’s in vain,

The doctors’ hands, tied by lack of aid,

As patients suffer, their lives displayed.

The water’s bitter, undrinkable, and dry,

A luxury denied, as the people cry,

For a drop to quench, a sip to soothe,

A basic right, now a distant truth.

In this landscape, where despair reigns,

We search for solace, for a glimmer of peace that remains,

But like a mirage, it vanishes from sight,

Leaving us with nothing, but the dark of night.

Oh, for a way out, a path to flee,

From this cycle of pain, this endless sea,

A chance to breathe, to live, to be,

Free from the grip of misery.

The world outside, does it know our plight?

Does it see our struggle, our endless fight?

Or are we just statistics, numbers cold,

Faceless victims, our stories untold?

We yearn for aid, for a helping hand,

To guide us through, this desolate land,

To find a way, to escape the pain,

To live again, to love, to laugh, to sustain.

In the silence, a voice whispers low,

Of hope, of resilience, of a people who won’t bow,

Though battered, bruised, and worn so thin,

Their spirit remains, a flame that flickers within.

So let us hold on, to this glimmer of light,

This beacon of hope, in the dark of night,

Let us strive, to rise above the pain,

To find a way, to live again.

Poetry from Rayhona Sobirjonova

Icon of writer Sobirjonova Rayhona's photo with a heart made from interlocking trees and branches. Text in white says Love is the tide of life, a mode of survive! Even a dead body can revive. It's related to God...LOVE IS DIVINE! Text is in white, cursive at the bottom says "Eternal Love."

You are my guide, master Shoira 

Life is like this, a caravan, 

One day is good, one day is bad, 

The strongest and kindest in the world, 

This is my teacher Shoira

What trials he went through,

Sometimes tears come to my eyes, 

How much you suffered, 

You are my only teacher Shoira

Everyone struggles with their own pain, 

Life is getting more and more difficult, 

You are the solution to a thousand trials,

You are my only teacher Shoira

Worries and trials will end one day,

May there never be sadness in your heart

Thank you for being in my life, 

You are my only teacher Shoira

Thank you a thousand times for being in my life, You worked hard for me, 

May beautiful happiness always surround you 

You are my only master Shoira

Sobirjonova Rayhona, a 10th-grade student of the 8th general secondary school in Vobkent district, Bukhara region. She was born in December 2008 in the village of Cho’rikalon, Vobkent district, in a family of intellectuals. Rayhona’s parents supported her from a young age and she started writing in the 3rd grade. Her first creative poem was published in the newspaper “Vobkent Hayot”. She has also published extensively in Synchronized Chaos International Magazine, India’s Namaste India Magazine, Gulkhan Magazine, Germany’s RavenCage Magazine and many other magazines and newspapers.  She has participated in many competitions, won high places and many prizes. She is still busy creating!

Poetry from Eva Petropoulou Lianou, translated by Sumaya Al Essmael

Light skinned middle aged woman with a green sparkly sweater and long dark hair.

ترجمتي لنص: peace 

للشاعرة اليونانية: إيفا بيتروبولو ليانو/EVA Petropoulou Lianou 

 سَلام  

نَدفَعُ أرواحَنَا ثَمَنًا 

لقَرَاراتٍ اِتَّخَذَها الآخَرُونَ..  

لأَنَّهُم يَنظُرُونَ إِلَى جُيُوبِهِم  

وَلا يُبَالُونَ بِأَمْنِ الكَوْنِ!  

لِمَاذَا تَنْشَبُ الحُروبُ؟  

و دائمًا، ذات الإجابة  

لَا أَحَدَ يَعلَمُ!  

تَعَلَّمْ أَنْ تَتَكَلَّمَ،  

تَعَلَّمْ أَنْ تَتَواصل،  

تَعَلَّمْ أَنْ تَتَقَبَّلَ،  

تَعَلَّمْ أَنْ تَحتَرِمَ.  

سَلام..  

كَلِمَةٌ نَادِرَةٌ فِي هَذِا الكَوْكَبْ  

مُذ أن وُجِدَ البَشَرِ  

كَانت السَّكِينَةُ امتيازًا لِقِلَّة!  

اِفهَمْ،  

اِستَمِعْ،  

اِصْمُتْ،

تلك هي سُّننٌ يُبنى بها غدٌ زاهٍ.

أَمَل..  

كَيْ لَا يَنَامَ اللَّيْلَةَ طِفْلٌ  

دُونِ وَالِدَيْهِ!  

صلُّوا،

لتحفّ ملائكةُ الرحمة

كلَّ البيوت.

©®إيفا بيتروبولو ليانو 

—  

*ترجمة أدبية تحافظ على الإيقاع الشعري وتضفي لمسةً من البلاغة العربية، مع احترام روح النص الأصلي.*

 PEACE,

We pay with our lives

Decision others took

Because they are looking at their pockets

And not at the safety of the planet

Why a war is happening?

Always the same response

Nobody knows

Learn to talk

Learn to communicate 

Learn to accept

Learn to respect

Peace,

So rare in this planet

Since the existence of the humans

Quiet was a privilege for few

Understand,

Listen

Be silent

Those are the rules for a bright future

Hope,

No children will sleep 

Without his parents tonight

Pray,

For Angel’s protection

To everyone’s house

Young woman in a light headscarf and blue top posing next to a table with knickknacks.

Essay from Bektosh Kenjayev

The Heroism of Shiroq

Throughout history, many nations have sacrificed their lives for their people, freedom, and homeland. Among them, the Saka tribes who once lived in the ancient Aral Sea region rightfully deserve a place. In particular, the clash with the Persian king Darius I and the bravery of Shiroq reflect the courage of this people.

In the second half of the 6th century BCE, a powerful empire emerged in the Near East — the Achaemenid Empire. Its founder Cyrus II, followed by his son Cambyses II, and later his grandson Darius I, continued the policy of expanding the Persian state. The next target of their expansionist campaigns became the land of the Saka.

At that time, the Saka were free and warlike tribes living in the Aral Sea region, along the Syr Darya River and surrounding territories. They stood out for their strong cavalry forces, deep connection to their homeland, and independent worldview. The Persians sought to conquer these lands, but the task proved far from easy.

According to Herodotus, Darius I launched a major campaign against the Saka. However, during their march across deserts and rivers, the Persian army encountered severe hardships. Rather than engaging in open battle, the Saka responded with cunning and mobile tactics — luring the invaders deeper into their homeland while gradually depleting their forces along the way.

It was during this very campaign that the legendary act of Shiroq — inscribed in golden letters in history — took place. According to legend, Darius’s army lost its way in the desert. They captured a local Saka named Shiroq and demanded he lead them to water. But instead of betraying his homeland, Shiroq deliberately guided the enemy deep into the heart of the desert — toward destruction. Exhausted by hunger and thirst, the Persian army was forced to retreat. Shiroq, by sacrificing his life, saved his homeland.

This act of heroism proves how one person can change the fate of an entire nation. In the image of the Saka people, Shiroq became immortalized in history as a brave son who gave his life for his land and people. His courage represents the highest form of valor.

The Saka’s success in this campaign was the result of their bravery, patriotism, and unwavering devotion to freedom. They defended their independence not through brute force, but with wisdom, courage, and unity. Today, we must view this historical event not merely as a tale from the past, but as a lasting example of our ancestors’ heroism.

The lesson is clear: history is a cry from the past. It reminds us — “Never forget whose descendants you are.”