INFLUENCE OF STUDENTS’ MINDSET AND GRIT ON THEIR LANGUAGE APTI-TUDE

A low level of language aptitude in university students in spite of teaching resource availability and open bor-ders has been a problem of topical scientific interest of psychologists and pedagogues for decades. This article is devoted to the investigation of essential motivational factors contributing to forming successful foreign language aptitude in students. Growth mindset is considered to be significant in learning a foreign language. Students' attitude to learning foreign languages and their awareness of the importance of speaking several foreign languages in the modern world also influences their academic performance. The aim of the study is to establish the connection between the students' academic performance in learning foreign languages, their mindset type and grit results. The methods applied in this study included series of tests: a placement test to define the students' level of English, a Questionnaire on the students' attitude to learning foreign languages, content-analysis of the students' written answers, the Mindset Test by C. S. Dweck and Grit test by A. Duckworth. The results of questioning revealed higher aptitude of high-performers in one foreign language for learning more languages. The grit data also proved the questioning results stating the high-leveled students being more self-motivated and ready to overcome difficulties in learning languages. The students having growth mindset showed higher results both in general and foreign language performance. The positive influence of growth mindset and high grit results on the students' academic performance supports A. Devers, C.S. Dweck and A. Duckworth's theories making it possible to continue research in this field.