MOTIVATION CHARACTERISTICS OF USING ARTISTIC LITERATURE SOURCES IN TEACHING ENGLISH LANGUAGE TO PHILOLOGICAL STUDENTS.
Main Article Content
Abstract
In this article, the motivational features of the use of literary sources in teaching English to students of the philological direction are discussed, as well as the reflections in various literatures.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Abramson, L. Y., & Alloy,L. B. (1980).Judgement of contingency: Errors and their implications. In A. Baum & J. Singer (Eds.), Advances in environmental psychology: Vol.
Applications of personal control (pp. 111-130).Hillsdale, NJ: Erlbaum. Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978).
Learnedhelplessnessin humans:Critique and reformulation.Journal ofAbnormal Psychology, 87, 49-74. Bandura, A. (1977).
Self-efficacy:Towarda unifiedtheory of behavioral change.Psychological Review, 84, 191-215. Chapman, M., Skinner, E. A., & Baltes, P. B. (1990).
Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means-ends beliefs? Developmental Psychology, 26, 244-251.