Dialogue of Meanings as a Tool for Motivation and Meaning-Making in Teaching English to Future Psychologists

Abstract

Background. In modern higher education, the problem of motivating students of non-linguistic majors to learn a foreign language has become increasingly acute. For future psychologists, English is often perceived as a non-core subject, which results in decreased learning motivation and a formal approach to language acquisition. Therefore, there is a need to identify methodological and didactic approaches that activate internal, professionally meaningful sources of motivation. Objectives. The aim of this study is to theoretically substantiate and analyze the potential of the “dialogue of meanings” approach as a tool for motivation and meaning-making in teaching English to psychology students. Methods. The study is based on the analysis of theoretical frameworks of dialogical pedagogy, philosophical hermeneutics, and contextual education, as well as on the data obtained from experimental teaching. The methods included experimental instruction, covert observation, expert assessment, and oral interviews with students. Results. The findings demonstrate that organizing English language instruction around the dialogue of meanings and professionally relevant content enhances students’ cognitive and professional motivation, increases their learning engagement and activity, and improves the quality of professional communication in a foreign language. Conclusions. The dialogue of meanings can be regarded as an effective tool for integrating language and professional training of future psychologists. Focusing on meaning-making and the professional and personal dimension of learning transforms foreign language study from a formal subject into a valuable resource for professional development.