Introduction. The article considers the problem of increasing the positive motivation of junior students of a pedagogical university to study foreign languages in the process of using the song genre, highlights the importance of its use and the positive aspects of this process. The purpose of the article is to analyze the state of the above-mentioned problem and summarize the results of the experimental work on increasing students' motivation.

Materials and methods. The main research methods are empirical (conversation, interviewing, questioning, testing), interpretative (quantitative and qualitative analysis, methods of mathematical data processing).

Results. The results of the work showed that the problem of motivation in learning among junior students of the faculty of foreign languages is relevant due to difficulties encountered, such as: differences in the alphabetic composition of the two languages, in the phonetic, lexical and grammatical aspects of the language, the transfer of their own thoughts to foreign language, the presence of psychological, linguistic and communicative barriers in communication, insufficient knowledge of the realities of the life of the country of the studied language, the intensity of studying a foreign language at the university and strictly regulated control of the level of formation of speech skills, etc. One of the factors that positively affects the motivation of junior students is the use of song genre at foreign language lessons. Thus, working on songs in foreign language classes has a positive effect on the formation of the auditory-pronunciation skills of younger students, their phonemic hearing, intonation-rhythmic skills, and affects the expansion of active, passive and potential vocabulary, and the efficiency of learning grammatical structures. In addition, the use of song genre creates the basis for the development of reading, writing, listening skills, and also stimulates monologic and dialogical statements, allows you to deeper penetrate the world of foreign language culture, get acquainted with the mentality markers of the representatives of the country of the language being studied.

Discussions. The results of the experimental work on the use of the song genre in the lessons of a foreign language revealed a significant increase in motivation to learn it.

Thus, the effectiveness of using the song genre in foreign language classes at a pedagogical university, as a factor that increases the motivation to learn it, as well as group motivation, which helps create a comfortable working climate in the group, has been proved experimentally. We believe that the use of the song genre in foreign language classes can be an important factor that increases the motivation to study it, not only at a pedagogical university, but also in other higher educational institutions, of course, taking into account their profile and thematic focus of the studied foreign language classes material.

Conclusion. Summarizing the foregoing, we believe that the use of song genre in foreign language lessons has a positive effect on increasing the motivation to learn it due to the following functions performed by the first: mental (contributing to memorization); psychorelaxation (contributing to relaxation, unloading); emotional-sensual (causing feelings); social adaptation (affecting group motivation); cognitive (initiating need for the acquisition of new knowledge); the function of unconscious learning (complex linguistic structures are learned at an unconscious level); communicative (conducive to communication). The result of the implementation of the experimental work on the use of song genre in foreign language lessons was an increase in the motivation of junior students to study it.

The problem of using song genre in foreign language lessons is analyzed with the aim of increasing the motivation of junior students.

A methodology for the use of song genre in foreign language lessons was developed and tested in order to increase motivation for younger students to learn foreign languages.

1. Lopatin A.R. (2001) Sotsial´no-pedagogicheskije uslovija sosdanija situatsiji uspekha, aktivisirujushikh positivnoje obshestvennoje rasvitije podrostka [Socio-pedagogical conditions for creating success situations that activate positive social development of a teenager]. Luchshiye stranitsy pedagogicheskoy prozy. 4, 45–47. (In Russian).

2. Kolesnik A.A., Volkova S.A. (2017) Aktual´nost vladenija inostrannym yasykom v sovremennom mire [The relevance of knowledge of a foreign language in the modern world]. Molodoy uchenyy. 3, 562–564 (In Russian).

3. Voitovich I.K. (2012) Inostrannye yasyki v kontekste nepreryvnogo obrasovaniya [Foreign languages in the context of continuing education]. Ishevsk, Udmurtskiy universitet. 210 p. (In Russian).

4. Polat E.S. (1997) Tipologiya telekommunikatsinnykh proyektov [Typology of telecommunication projects]. Nauka i shkola. 8–13. (In Russian).

5. Greiwer B.S. (2001) Spetsialisirovannye utshreshdenya OON v sovremennom mire [UN specialized agencies in the modern world], Мoscow, Nauka. 402 p. (In Russian).

6. Shugrin E.S., Baryshnikov P.S., Tsai K.A., Bekin A.V., Saloilo M.V. (2016) Rossiya i sovet evropy: istoriya, sovremennost` i perspektivy vsaimodeystviya pravovykh system [Russia and the Council of Europe: history, modernity and prospects for the interaction of legal systems]. Moscow, Prospekt. 321 p. (In Russian).

7. Bystray E.B., Vlasenko O.N., Dorochova E.YU., Rushina L.V. (2018) Ossobennosti perevoda besekvivalentnoi leksiki kak sostovl’yayushey sotsiokulturnoi kompetentsii [Peculiarities of translation of equivalent vocabulary as a component of sociocultural competence]. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta. 5, 39–50. (In Russian).

8. Zassedateleva M.G. (2017) Rol' parnoi i gruppovoi form raboty v povyshenii motivatsii studentov k isutsheniyu innostrannogo yasyka [The role of the pair and group forms of work in increasing students motivation to learn foreign language]. Vestnik Chelyabinskogo gosudar-stvennogo pedagogicheskogo universiteta. 8, 29–35. (In Russian).

9. Komarova E.P., Tregubova E.N. (2000) Emotsional´nyi factor: ponyatiye, rol´ i formy integratsii v tselostnom obuchenii inostrannomu yasyku [Emotional factor: concept, role and forms of integration in holistic teaching a foreign language]. Inostrannyye yazyki v shkole. 6, 11–15 (In Russian).

10. Baronenko, E.A. (2002) Variativnost’ innovatsionnykh tendentsiy rasvitiya sistemy podgotovki budushchikh uchiteley v mezhkulturnom kontekste [The variability of innovative tendencies in the development of the system of training future teachers in the intercultural context]. Sbornik nauchnykh statey “Aktual'nyye voprosy lingvistiki, stranovedeniya, pedagogiki i metodiki pre-podavaniya inostrannykh yazykov”. [A collection of scientific articles “Actual questions of linguistics, regional studies, pedagogy and methods of teaching foreign languages”]. Ministry of Education of the Russian Federation, Chelyabinsk State Pedagogical University, 173–185. (In Russian).

11. Fetiskin N.P., Koslov V.V., Manuylov G. M. (2002) Sotsial´no-psikhologicheskaya diagnostika rasvitiya lichnosti i malykh grupp [Socio-psychological diagnosis of the development of personality and small groups]. Мoscow, Izdatiyel'stvo Instituta Psikhoterapii. 339 p. (In Russian).

12. Ushinskiy K. D. (2018) Lektsii v yaroslavskom litseye. Isbrannye pedagogicheskiye sochineniya [Lectures in the Yaroslavl Lyceum. Selected Pedagogical Compositions]. Мoscow, Izdatel'stvo Yurayt. 363 p. (In Russian).

13. Komenskiy Ya. A. (2008) Materinskaya shkola ili o sabotlivom vosspitanii yunoshestva v pervye shest’ let [Maternal school or the caring education of youth in the first six years]. Мoscow. Karapuz. 288 p. (In Russian).

14. Blеll G., Hеllwig K. Bildеndе Kunst und Musik im Frеmdspraсhеnuntеrriсht. Frankfurt. 1996. 385 p.

15. Ludke Karen M. Teaching foreign languages through songs. Edinburgh. 2009. 40 p.

16. Funk H., Kuhn Ch., Skiba D., Spaniel-Wese D., Wicke R.E. Aufgaben, Übungen, Interaktion. Deutsch lehren lernen 4. München Klett-Langenschedt, 2014. 184 p.