High motivation in language learning will eventually lead the students to have bigger chances of achieving their learning goal. Although motivation was not synonymous with achievement, but the effect of motivation drove the learners to the achievement. The motivation encouraged the learner to be more engaged with the activities during the language lesson and has more drive in achieving the language goals. Maehr (1989) reasserted the importance of motivation by emphasizing that the students’ motivation in learning has a positive effect on their academic performance. This suggested that motivation affects students’ academic performance in
2.1 A Brief History of Motivation Research To support the fact that motivation is an important issue and there have been much research conducted; this subchapter offers a brief overview of motivation definition , types of motivation and importance in second language learning. Also, it will briefly touch on the factors that affect motivation in second language learning. 2.1.1Definitions of Motivation There are many different definitions of motivation, especially in language learning. Harmer (1991, p.3) explains the meaning of motivation as the “internal drive” that pushes somebody to do something. If we think that our goal is worth doing and attractive for us, then we try to reach that goal; this is called “the action driven by motivation”.
CHAPTER ONE INTRODUCTION: BACKGROUND TO THE PROBLEM The study of motivation in relation to one’s level of achievement has been a topical issue in educational forums worldwide. Despite the theories, interpretations, and applications, man is still in pursuit of discovering ways of using the motivational concept to solve educational problems. Trying to define motivation is a little like trying to define psychology itself. Taking as a starting point the layman’s view of psychology as the study of ‘what makes people tick’, motivation is concerned with why people act and behave the way they do. According to Rubin and McNeil (1983), Motives are a special kind of cause which energize, direct and sustain a person’s behaviour (including hunger, thirst, sex and curiosity).
Consequently, research into motivation in foreign and second language learning has been researchers’ focus in recent years. It is regarded as a basic and essential part of learning. Hence, it is believed that the learner whose intention is to be motivated, will obviously necessitate, require and need to come up with something to anticipate and learners’ expectations are linked with their aim or target. Various researches were conducted on students’ motivation in language learning. This field has been extensively explored with the major emphasis on the learners.
Definition There are many scientists that define the word motivation; Internal and external features which encourage aspiration and energy in the person to complete a certain task. The term motivation doesn’t focus in one dimension, it is a complex concept that deals with many angles. There are two types of motivation, extrinsic motivation and intrinsic motivation. (Entwisted, 1998, p: 193). Motivation also known as, necessities, wishes, supplies or pushes within each person.
Such as motivation, it is the key factor which affects one’s success in learning a language. This means the thoughts and feelings we have which make us want to do something, or continue to want to do something, or continue to want to do and turn our wishes into actions. This mental drive our esteem to why we decide to work in this marital, how long it will take to work on it and how long the preparation will take to fulfill it. And the more the materials are selected wisely to be likewise accurate and well graded to the students certainly the marital become attracted to the related subject. By that, we find that many factors influence our motivation to learn a language.
First the teacher creat the basic motivational condition and enthusiasm atmospher so the student will be enthusiastic (Dörnyei & Ushioda, 2011). Second, generating student motivation, by promoting learner’s expectation of success in learning English as foreign language and explaining to them what success is involved in the task and how to achieve it, also help them face any obstacles (Dornyei, 2011). Third is maintaining and protecting motivation, teachers can make teaching more interesting through varying their teaching styles, presentations, different materials, and learning tasks. Interesting tasks have been viewed as one of the greatest components (Anderman & Anderman, 2010). In the hand, Learners’ self-esteem and confidence play key roles in maintaining motivation.
In this present chapter of this research paper, it will be described and analyzed the theoretical elements of this research focus as they follow: Motivation, extrinsic motivation, intrinsic motivation , motivation to learn and intrinsic vs extrinsic motivation. What is Motivation? Motivation is described as the processes that arouse a particular desire to research a behavior, continue to allow a behavior to persit, or simply lead to choosing a preferring a particualr behavior as stated by Woldokowski (1986). In terms related to education, Crump (1995) describe it as kindling the student's mind to aprhend an instruction. From her researches we can point out that she found that excitement, interest and enthusiasm concerning learning
Since the 1950s, researchers and scholars have had great advances on the study related to learning motivation. They have agreed that learning motivation has positive influence on foreign language learning. However, demotivation is a new field in second/foreign language learning. In this part, a detailed literature review on this study will be presented. Firstly, it gives the definition of demotivation.