Internal Factors In Language Learning Essay
For analytical purposes, factors influencing risk-taking behavior in ESL/EFL classroom can be divided into two categories—internal and external factors. Internal factors are those that originate within the learner himself or herself. Personal and affective factors are related to this. On the other hand, external factors are those that originate from outside learners. This category includes learners ' learning environment and learners ' cultural beliefs or practices that are generally shared by a certain ethnic group and taught at school or learned naturally in the process of growing up in society.
2.6.1. Internal factors
Internal factors embraces personal and affective factors related to learners ' risk-taking behavior. They include age, gender, personality, motivation, self-esteem,
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Brown (1987) defines motivation as "an inner drive or stimulus which can be global, situational, or task-oriented. He further asserts that "learning a foreign language clearly requires some of all these levels of motivation" (p. 115). Some studies have argued that the effete of motivation on language learning can be viewed in terms of the type of motivation: 'integrative versus instrumental motivation ' (Gardner & Lambert, 1972). Gardner (1983), and Graham (1984) noted that integratively motivated learners, who wish to integrate themselves within the culture of the second language group, work harder and are more likely to participate actively in the class. On the other hand, Perez (1984), and Polland (1991) found that instrumental orientation (a desire to acquire a language as a means for attaining instrumental goals is associated with active involvement in classroom interaction. Gardner and Macintyre (1991) found that both integrative and instrumental motivation influence language learning
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