L2 Motivation In The Classroom

Introduction

Gardner and Lambert (1972) established a question “How is it that some people can learn a foreign language quickly and expertly while others, given the same opportunities to learn, are utter failures?” (p. 1). The toughness of learning another language can not be the main reason because some students develop their skills easily while others who have the same pedagogic program show little development (Gardner & Lambert, 1972). Teachers and students use the term ‘motivation’ to explain any success or failure in L2 learning; it is the main encouragement to initiate learning of L2 and directing force to continue the learning procedure (Dornyei & Csizer, 1998). Many factors are involved to learn a foreign language successfully but many researchers and instructors believe that motivation is one of those factors that affect the learning achievement. Therefore, discovering and explaining second language (L2) motivation is completely important. beside, an important place has given to the characteristics of motivated learners (Dornyei, Csizer, & Nemeth, 2006). Due to the great importance of L2 motivation, it has been the subject of considerable amount of attention (see Dornyei, 2005, 2001a,

Further, motivation is important during language learning because it is a learner's variable that affects language learning. (Dornyei, 2005) states that Motivation has a great influence on language learning. Students’ success in their language learning depends on their individual differences although they take the same lesson of language learning. Teachers should consider these variables which affect students’ success and the teacher should be aware of the learners' knowledge of learning and also learners' needs and provide enough motivation for learners to require language