The Importance Of Motivation In SLA

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Similar to other types of learning, second language acquisition (SLA) does not take place in a vacuum. Various factors are involved when it comes to SLA in general and English as a second language (ESL) in particular, one of which is motivation. Melendy (2008) believes motivation refers to a process that starts with a need and leads to a behaviour that moves an individual towards achieving a goal. Dornyei (1994) defines motivation as the attempt and desire to learn a language and positive attitudes toward learning it.

Many SLA researchers believe that without motivation, even learners with the most outstanding abilities cannot achieve long–term goals. According to Ebata (2008), motivation produces successful second language (L2) communicators by making them self–confident. Moreover, it can lead learners to continue learning even after they fulfil a specific goal. Cheng & D¨ornyei, 2007; Guilloteaux & D¨ornyei, 2008 believe
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At the same time, more research in this area seems necessary because of the potentially great impact of motivation on SLA. Research into motivation in second language acquisition (SLA) in recent years has focused on the factors which affect second language (L2) learners’ motivation (e.g., Csizer &Dörnyei, 2005; Dörnyei& Clement, 2001; Dörnyei& Otto, 1998; Oxford & Shearin, 1994). The researchers concluded that teachers are one of the most determinant factors of L2 learners’ motivation (Dörnyei, 1994; Tanaka, 2005). Other studies set out to investigate how teachers positively affect learners’ motivation (e.g., Kikuchi, 2009; Sakai & Kikuchi, 2009; Tanak, 2005). These studies projected that L2 teachers play one of the most influential roles to help students engage in the long process of second language
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