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The article tackles the issue of students’ professional identity in relation with their motivation towards learning foreign languages (with the focus on English). Modern European education is based on the principle of integrity of the interests of all stakeholders, and future specialists must be ready to meet the challenges of the growing global market. Yet only a small number of Ukrainian school graduates and students of economic universities can communicate fluently in foreign social and communicative spheres. An attempt to find out what hinders the process of foreign language acquisition at non-linguistic universities and what really influences their motivation has been made. The research shows that an important factor in students’ motivation towards learning foreign languages is their professional self-identity, which is developed during university study and is in its turn determined by the contents, the form of professional education and the goals set. The analysis of the pedagogical literature has enabled us to formulate the definition of the “professional identity of economics students” content. Thus, it denotes person’s professional competencies that help him/her understand his/her role and place in the professional domain, at the job market and in the society on the whole, and also implies motivation, confidence and responsibility as well as readiness to work effectively. Once the student has identified his/her future professional roles, challenges, options and responsibilities he/she is motivated to develop the skills necessary to perform their professional duties and succeed in the career. Economic university training with the global context in mind is a motivating factor of improving foreign language competency of students and a definite factor of economic education prestige.

Developing Professional Identity of Economics Students Through Foreign Language Learning in Ukraine and Abroad