L2 Teachers Motivation In The Classroom

“Teachers with needs to interact with others, both aggressively and affiliatively tend to have controlled, goal directed classes. Students in these classes may feel less personal intimacy with one another because the teacher may monopolize the effective interaction of the groups” (Walgber, 1968). ''The performance and presentation of a number of learners in the context of second or foreign language learning are improved and superior to others. The reason is that they are better motivated.'' (Cook, 2000) . Ellis (1994) says that ''motivation is “the effort which learners put into learning an L2 as a result of their need or desire to learn it.'' (p. 715). Ellis (1994) observes that “language teachers readily acknowledge the importance

“Measured needs for dependence and power, order and change on the part of the teacher make for a formal, subservient climate with little animosity among the class members” (Walgber, 1968) Lighbown and Spada (2001) observed that ''L2 teachers can make a positive contributions to learners' motivation to learn L2. If L2 teachers can make learners enjoy coming to the classroom. This can be achived by making the content interesting and revelant to L2 learners' age and level of ability, by setting the learning goals challenging yet manageable and clear, and by making the teaching environment supportive and non-threatining.'' (p. 34). If teachers make the foreign language more enjoyable and desired, the learners will be there to learn it. Dulay, Burt and Krasher (1982) declared that ''integrative motivation and instrumental have been observed to affect second language learning.'' (p. 71). According to Harmer ( 1991), ''the meaning of motivation is the ''internal drive'' that pushes somebody to do somethinng.'' (p. 3). According to Harmer (1991), '' four factors that can be dangerous to the learners' motivation.'' (p. 4) are physical condition which talks about the environment of the classes, method of teaching ''If the