Innovation in Language Learning

Graduates of Russian Federation universities are facing increasing workplace demands to use foreign languages. In this light, the State Educational Committee has recently introduced standards for professional foreign language proficiency. These require considerable changes in the university learning context for which students needs and motivations must be the starting point. The purpose of this study was to investigate how students’ perceptions of their language needs for future professional use could motivate their learning. The research aimed to evaluate the extent to which perceptions of workplace language needs among university graduates and their language instructors formed motivational factors for language learning. Research data on the four language skills, the context of both current foreign language education programs and the use of a foreign language at the workplace were collected from 190 non-linguistic university students and language instructors of first, third and fourth years of studies. The data from questionnaires indicated several areas of agreement among participants: a clear need for all four language skills to be developed as high as the C2 level and to improve speaking skills. However, several noticeable discrepancies between the perceptions of the target groups regarding the context of workplace language use and need for professionally oriented foreign language at different stages of employment were evident.  Findings also revealed a distinctive pattern of language needs perceptions of students changing through the years of study. Moreover, the greatest convergence of patterns is reached by the views of third-year students and instructors, while the senior students’ views on language needs were closer to the information about the perceived workplace language requirements received from graduates. The pedagogical implications of the findings are discussed, and further actions are suggested.

Key words: English for Specific Purposes, foreign language teaching, learner motivation, needs analysis