Motivation In Language Learning

Motivation in language learning plays a vital role. It produces effective second-language communicators by planting in the learners the seeds of self-confidence. In order for English instructors to motivate them, a number of methods are needed both within and outside the classroom. According to Hussin, et al. (2001):
They state that six factors influence motivation in language learning: (i) attitudes, (ii) beliefs about self, (iii) goals, (iv) involvement, (v) environmental support, and (vi) personal attributes. Above all, three specific elements are strongly believed to build motivation towards language learning: (i) self-confidence, (ii) experiencing success and satisfaction, and (iii) good teacher-learner relationships as well as relationships

It provides learners with the motivation and the energy to become positive about their own learning. It also creates the drive in them to acquire the targeted language, enjoy the learning process, and experience real communication. “At the heart of learning is a persons’ belief in his or her ability to accomplish the task” (Atsuta 2003). “In general, successful language learners appear to have higher self-esteem than those who are unsuccessful” (Richard-Amato 2003). Lack of belief in one’s ability hinders a learner from achieving that task --- pursuing a targeted language accomplishment. Moreover, it is widely believed that once student gains self-confidence, it progressively expands in conjugation with experiencing success and satisfaction as well as good relationships. Classroom community also plays an important role in building students’ self-confidence. Jones (2006) suggests that it is essential for instructors to “encourage participant to take risks with the target language and push the limits of their proficiencies” (p. 6). Making students understand the necessity of errors during acquiring an L2 is significant in order to provide self-confidence for L2

It allows language learners to understand the purpose of trying and have pleasure in communicating with others. Some people might feel successful when they can communicate their thoughts to people; others might feel the sense of success when they complete a challenging task in a targeted language. Some people on the other hand, appreciate compliments from others. Subrahmanian (2001) suggests that external praise for one’s improvement is strongly related to fomenting the sense of success (p. 12). There is a similarity between the experience of success and satisfaction; the experience of success at all times satisfies people in anything besides language –learning. To make it precise, it is strongly believed that the experience of success comes hand-in-hand with the sense of