Sun of the Love – My mother
In your pure love, the Sun takes form,
You keep us safe, you keep us warm.
You feed us first, though you go without,
My Heaven, my mother, of that no doubt.
Your hair turns white for all you’ve done,
Yet live for us—your every son.
In life’s long path, you’re my one guide,
Your every word—a truth worldwide.
Dear Mother, may you ever be well,
An angel where our joy shall dwell.
May you and Father long remain,
The crowns of love I can’t explain.
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
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.
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.
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!
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
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.”