Relevance of motivation sphere research is due to all increasing interest to a student’s personality, complication of young men activity, and their actions, changing social environment, do learning motivation behaviour as the urgent problem of pedagogical science. Numerous researchers such as V.G. Aseev, V.K. Vilyunas, A.N. Leontev, K. Levin and et al. have devoted their works to the problem of motivation. Practically, the learning activity has been taking all years of personality formation since early childhood till graduation of professionally – oriented institutions, such as colleges or Universities.  Getting education is an indispensable requirement to any person; therefore the problem of motivation is the key one in pedagogics and pedagogical psychology. In the 21-st century in the process of globalization a society’s urgent necessity is foreign languages learning. Unambiguously, it is possible to say that a social order for a graduate of a higher institution has been formed. It will be a specialist in any professional field who knows a foreign language.

          Nowadays the problem of foreign languages learning by students plays an important role.  Young generation has already changed attitude to this process because of   the reforms taking place in a modern society both in Russia and abroad. In our opinion the following changes are the most significant: the world processes of globalization (the world’s cultural integration); changing of ideological values in our country, turning from ideological clichés to humanities; broadening ties among states; reorientation of the educational process towards an individual getting education and his/her values of a real world of life.  All this stimulates increasing the degree of motivation in the process of learning foreign languages among students and it also introduces the concept of “command of the language” on the level of meaningful value. Language knowledge is the key to the culture of people speaking this language.  Interpenetration and mutual impact of cultures force people owing to different linguistic cultures communicate with each other. Language learning followed by familiarization with cultural and social values is the way of mutual understanding and rapprochement among nations. If we consider motivation of students who learn foreign languages in the ratio as a level of foreign language acceptance to the attitude of students to a particular foreign language and also factors determining this ratio, such as need and necessity of students in foreign language learning, it appears that students on the upper- intermediate or advanced levels  have the following main motivation  incentives : broad social and professional  grounds, for students on the pre-intermediate or intermediate levels,  the main causes are of the social prestige and for those whose level is very poor, the key incentives are pragmatic and situational.  According to the peculiarities of motivation principles, the level of cognitive activity is also determined and it is higher if students orient themselves more in their aims and incentives for a long-term perspective and on broader social and professional values. Researches have also shown that students of nonlinguistic higher educational institution who learn a foreign language have a prevailed motivation presented narrowly personal incentives. Some students have vividly expressed professional incentives of training activities, estimate a professional importance of a subject “Foreign Language” and their interest to it is much higher than those who don’t gravitate to get necessary deep knowledge and become a good specialist. Students aimed to get good knowledge are characterized by singleness of purpose, strong will, ability to mobilize his/her physical and psychological forces to study, high regularity of learning activity. Complex of all these features together with motivation of content and orientation towards getting knowledge provide high successability of learning.

        The results of carrying out analysis have demonstrated that a teacher’s or lecturer’s directed style of teaching negatively impact on the students’ process of motivation. Here with the level of inner and cognitive motivation decreases, the significance of results declines, uncertainty in own strengths is formed.  The directed style suppresses  interest to the studies, decreases enthusiasm with the learning activity, obstructs  the creative self-realization of a student’s personality and as a result of it, a student  does not have an intention to  achieve high results;  a great number of researchers detect  life-meaning  strategies , significantly impact on the peculiarities of foreign language learning by students and the necessity of taking them into account under elaboration of methodological material to the courses of foreign languages.  It is noted that there is a possibility of usage research materials for efficient increasing of foreign language learning in a non-linguistic higher educational institution. The presented results  may  help to optimized  and improve methods of optimization in the process of teaching  a foreign language in the nonlinguistic higher institutions providing the lecturers extra possibilities for psychological correction on the level  of claims and students motivation and foresight  their learning and professional  success.