Łukasz GABARKIEWICZ

Hadrian LANKIEWICZ1
Uniwersytet Gdański,
lukegabar@tlen.pl

hadrianlank@interia.pl

Motivating young learners to second language learning

in the light of motivation as a process theory

Summary

Motivation has been called the forgotten heart of language education. As educators, we often neglect that all of
our education exercises are filtered through our pupils‘ motivation. In this sense, learners control the flow of the
class. Without learner motivation, there is no pulse; there is no life in the classroom. When we study to include
direct ways of generating learner motivation in our education, we will become better as more successful
educators. This article is an attempt to look at English foreign language students‘ motivation in studying a
foreign language from a theoretical point of view. It includes a description of the theory, the importance of
motivation, particular approaches for creating motivation, the difference between instrumental and integrative
motivation, the distinction between extrinsic and intrinsic motivation, factors determining motivation, and
adopting motivational teaching practice.

Keywords: the concept and types of motivation, the importance and process of motivation, factors stimulating
motivation

Introduction

The accomplishment of any act rest on the degree to which persons struggle to achieve their
purpose, along with their aspiration to do so. On the whole, it is a psychological factor, the
impulse that causes the action, a “motive force,” something that encourages, provokes or
stimulates action. Motivation is “that which moves or induces a person to act in a certain way;
a desire, fear, reason, etc. which influences a person’s volition: also often implemented to a
result or object which is desired.” To perceive motivation as belonging only to the opening
phases of an action, that is as concerned with affecting early interest and turning it into a
result to involve in some activity is only a limited perception of the term. The necessity to
1
The paper is the result of a cooperation between the mentor and the student within the framework of a diploma
seminar at the Gdańsk University.

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sustain this state of excitement, to define someone to make the required work to complete an
action is also significant. This notion is reflected in the explanation given by Williams and
Burden (1997, p. 120) who perceive motivation as “a disposition of cognitive and passionate
arousal, a state which leads to a deliberate conclusion to act and gives rise to a period of
continued intellectual and physical effort.” Thus intellect and affect combine with volition and
determination to result in what is known as inspired behavior. What is more, R.C. Gardner
conveyed the same idea in different words who seems to clarify the term with the precision of
mathematical demonstration: motivation is a mixture of effort plus aspiration to reach a goal
plus satisfactory attitudes towards the goal to be accomplished (Gardner, 1985, p.11).
Furthermore, R.C. Gardner gives the example of those who may have a strong desire to do
something or may appreciate an activity and who cannot be considered to be motivated, since
their objectives are not linked with a struggling to achieve that particular thing. Likewise, a
person can put a great deal of energy toward a goal without being radically motivated. The
decision to accomplish something may be triggered by different reasons, both internal – such
as curiosity, interest or even an overall desire to achieve – and external ones such as another
individual, social pressure, rewards, etc. The achievement of any action usually depends on
the degree to which individuals strive to attain their goal, Along with their desire to do so. In
general, people have come to refer to this mental factor – the impulse that generates the action
– as motivation. As the term itself indicates, it is a motive force, something that prompts incite
or stimulate activity. To think of motivation as referring only to the opening stages of an
action, - that is as concerned with encouraging initial concern and turning it into a conclusion
to engage in some activity - is only a limited perception of the term. The need to maintain this
state of arousal, to define someone to make the necessary effort to complete an action is also
of Great importance. This belief is reflected in the definition given by (Williams and Burden,
1997, p. 52) who see motivation as ―a state of cognitive and emotional arousal, a country
which leads to a conscious the decision to act and gives rise to a period of sustained
intellectual and physical effort. Thus intellect and affect combine with volition and
perseverance to result in what is known as motivated behavior. The same idea is conveyed in
different terms by Gardner who seems to define the word with the accuracy of mathematical
demonstration: motivation is a mixture of effort plus a desire to achieve a goal plus favorable
attitudes towards the goal to be accomplished (Gardner, 1985, p.62). Gardner presents four
viewpoints which make a difference in the achievement of individuals learning an L2;
language ability, attitude, motivation, and personality. Educators around the world find that
some learners learn more and faster than others. Some learners might want to acquire the

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target language, though, not all. Regardless of the many positive reasons that can be given for
learning another language, individuals may perceive things differently. There are teachers
seeking to find ways of making their learners want to determine the aim language; thinking of
ideas to stimulate them. Motivated learners are every teacher‘s goal — they are willing to
operate hard, focus their attention on the tasks at hand, add their own goals to those of the
classroom, persevere through challenges, do not need continuous encouragement, and may
even stimulate others in the class, promoting collaborative education. However, we all
understand that the motivation behind our learners‘ training differs widely, depreciation and
flows during the year course (or even during a particular classroom activity), and stems from
multiple sources, internal to the learner, external, or both of them. As scholars, we can notice
who is motivated and who is not, and frequently we even think if we can stimulate the
motivation of some students and expand it to others. The proper use of motivation is crucial
for language tutors because we know that motivation is one of the critical determinants
driving success in language learning (Dornyei, 2001, p. 43-59). In this article, the researchers
discuss the definition of the idea and the importance of motivation, review the particular
approaches for generating motivation, clarify the distinction between integrative and
instrumental motivation, develop the difference between intrinsic and extrinsic motivation,
discuss the factors influencing motivation and demotivating determinants identified by
(Dornyei, 2001, p. 43-59), and lastly, state the selection of motivational teaching practice.

Motivation and its definition

There are many different explanations for the name motivation. According to Gardner
(Gardner, 1985, p. 73), to be driven, the learner requires having something to look forward to,
a purpose related to mission or goal. This objective would be acquiring a foreign language.
There must be something that the student wants to succeed or gain, being the target language
the channel to accomplish it. The learner‘s grounds for another word could differ from
reaching a sense of success, meet other‘s expectations or be able to purchase a new car by
getting a better position due to a potential of the target language. Dornyei (Dornyei, 1998, p.
46-78) declares that motivation stimulates human being and gives direction. Crookes and
Schmidt (1991) recognize an object as the learner‘s orientation to the

goal of learning an L2. According to MacIntyre (MacIntyre, 2001, p. 461-492), motivation is

determined as an a characteristic of the person, representing the psychological qualities
underlying behavior concerning an appropriate task. This goal-directed performance shows

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itself through different operations of the motivated person. Dornyei (Dornyei, 1998, p. 46-78)
explained this explicitly when he composed the following: The motivated person expends
energy, is determined and mindful to the task at hand, has purposes, desires and ambitions
enjoy the exercise, experiences support from success and setback from failure makes
attributions regarding success and or abortion is aroused and makes use of procedures to aid
in completing goals.

Motivation should be surveyed as a composite concept, an internal quality that is the effect of
an external drive (Dörnyei, 2003, p.53). In (Dornyei, 1998, p. 46-78) taxonomy, the motive is
composed of three levels: the learner level, the language level, and the studying condition
level. The motivation means at the language level can be described comprehensively by using
the conventional concepts of integrative and contributory motive; at the student level
motivation includes the impact of various individual features of language pupils, such as the
demand for achievement and self-confidence. The learning situation level is also influenced
by some intrinsic and extrinsic motives. For example, in extrinsic motives, programs are
related to the syllabus, the teaching stuff, the teaching method and education tasks. In intrinsic
motivations, lecturer concerns the motivational influence of the teacher‘s character, behavior
and teaching method, the group is related to the features of the learner group. In general,
motivation is sufficient and can alter from moment to moment depending on the learning
setting or task.

Motivation in language learning

The English language can be difficult when taught in a foreign setting, where mother tongue
language input may not be readily accessible outside the schoolroom. With a character-based
language, language students’ inspiration must be high since persistence and determination are
required to deal with the anxiety of a problematic word. “Motivation depicts one of the most
appealing, yet complex variables used to explain particular differences in language training”
(MacIntyre et al. 2001, p. 462). This statement accurately describes the complexity of the
concept that researchers, classroom teachers, and language learners. It would be helpful for
teachers to create instructional methods that improve the English learning ability of their
pupils and enhance their attitude and motivation.

Researchers and teachers have recognized motivation as one of the significant variables that
define the level and achievement of LA2. As underlined by Dornyei (2001), “teacher skills in
motivating learners should be seen as central to teaching effectiveness” (P. 116). Students that

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are motivated are eager to work hard, keen, focus on the tasks given, do not require persistent
encouragement, eagerly confront jobs, and could even stimulate others, facilitating collective
learning. The initial attempt to understand the effect of motivation on learning the English
language stems from the area of social psychology (Gu, 2009). It analyses the impact of
motivation regarding various motivational concepts. The learners’ motivation significantly
affects their enthusiasm to take part in the learning process. The significance of perceiving the
concept of motivation as a complex phenomenon has been reported in numerous studies.
Motivation theories and six variables have been examined by Oxford and Shearin (1994) that
impact motivation in language learning (Al-Bustan & Al-Bustan, 2009, S454):

• Personnel attributes (i.e., skill, and language learning practice)

• self-beliefs(i.e., expectations about one’s beliefs to succeed, self-efficiency, and anxiety)

• Involvement (i.e., the degree to which the learner actively and consciously engages in the
learning process)

• Goals (perceived clarity and relevance of learning goals as reasons for learning)

• Environmental support (i.e., the extent of teacher and peer support)

• Attitudes (i.e., sentiments towards the target language)

The subject of motivation, particularly in English teaching as a foreign language (EFL)

contexts, is so essential that other thoughts about teaching methodology seem minor aspects.
It is necessary to consider motivation as the base of language teaching because of the firm
facts of learning English for most of our students. All of the conditions that we know provide
successful L2 learning but are missing in most EFL contexts: there just is not sufficient
English input in the setting, there apparently are notenough possibilities for communication
with English speakers, there regularly aren‘t enough influential character models supporting
the English language, and there may not be popular enough social approval for the idea of
becoming skilled in English. Because of these adverse forms, a learner has an outstanding
motivation to be successful in learning foreign language (Rost, 2006, p. 45)

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Selective Strategies for generating motivation

There can be distinguished different levels of language learning motivation: operational, or

available to direct control of the teacher. To the degree that a teacher can use wisely any or
each of these levels; one is more likely to become a motivating tutor.

Finding learner’s desire as a first step

Finding your passion is what might be called the first or core level. Successful education is
anyhow related to a learner‘s craving. Passion suggests a person‘s primary goals in life, the
issues the learner considers most, the things that influence him or her emotionally. It does not
indicate that pupils need to become enthusiastic about studying English to succeed. Instead,
the learner needs to discover a way to join English learning to his or her authentic life passion
(Rost, 2006, p. 35). The tutor can help students to convey their passion into the classroom in
various ways. One of them is by introducing top matters in the class — movies, music, games,
social media, current world topics, etc. so that learners‘ actual interests will be triggered. The
lecturer can use those triggers to develop a class society. If they introduce or permit the
learners themselves to bring in, examples of favorite songs, quotations of famous people, or
pics or video clips, they encourage more significant commitment in the class. An extra way of
supporting students discover their hobby is by doing class projects around the idea of self-
expression. There are some paths here: speaking circles, personalized tasks, idea notebooks,
interactive surveys. When pupils understand that the content of the class is their individual
lives and that the mentor replies to them as people, not just as communication learners,
lecturers encourage a deeper level of engagement and motivation. The immediacy of a
psychological principle is a way of creating hobby using oneself as a model of passion and
motivation for learning (Rost, 2006, p. 68).

Switching learner’s reality as a second level of motivation

In each language learning environment, but especially in EFL frames, pupils cannot make
enough progress in the second language because they do not experience enough guidance, not
almost enough concentration in class, not nearly enough data or essential communication or
moments for serious output. An ordinary student needs at least four hours per week of
individual communication with a language if they want to make progress. Moreover, if this
judgment is not valid for all pupils, it is clear to most English foreign language tutors that
learners require more language guidance than educators can implement in their classes.

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Students need extra quality direction — data, communication, and chances for essential
output — not only to make advance but in order to keep an adequately stable link to the
language and to develop their motivation for learning (Rost, 2006, p. 48). Motivation is the
main piece of teachers‘ job to support learners discover possibilities for appealing learning
tasks outside the class. Encouraging pupils find quality homework is fundamental to sustain
quality learning in the class. The opinions are countless: direct learners to quality language
learning sites, make an available quality video, audio, and multimedia learning materials,
generate quizzes, games, readers, and worksheets. Devoting some time to assist learners to
choose, share, and assess their work with English outside the class is just as valuable as
incorporating a lesson in the book. Serving learners change their presence indicates driving
them to see language education in an unusual way. It means helping them take easy, self-
directed measures to make decisions about education. The first step is the most critical since
it‘s the one that can ignite this level of motivation (Rost, 2006, p. 66).

The third level of motivation: joining learning exercises

Joining relates to the engagement of purpose, concentration, and memory in the exercise
itself. All lecturers require their pupils to unite with the learning projects they make, yet they
frequently neglect to take substantial steps that will guide to a better connection. Here are a
few connecting principles that can be applied in teaching materials, such as:

• Prepare each training task as clear and tangible asmpossible. Use interesting issues. To
engage students‘ attention add visual elements (pictures, videos) and original sources (games,
boards). Give a variety of learning exercises so that students can analyze different learning
techniques (interpersonal, musical, kinesthetic, etc.).

• Apply personalized warm-ups to lead into a task. This builds importance — a requirement
for memory to work efficiently. Try to get all pupils involved in the warm-up.

• Insert inductive education in the lesson. Be sure that learners have an opportunity to
discover things on their own — grammar points, pragmatic patterns, new vocabulary. Give
learners a chance to reflect. It‘s always easier to teach deductively through direct
presentations, but discovery learning is more meaningful and more permanent.

• Be sure that each learner is involved, and everyone has an aim in every activity. Specify
roles in pair and group exercises.

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• Give feedback on each level of language growth. Improvement in language requires more
than just progressive knowledge of vocabulary and grammar. Provide feedback on details of
production that influence learners‘ motivation: their progress in activity and their level of
engagement (Rost, 2006, p. 44-66).

The distinction between instrumental and integrative motivation

The contrast between integrative and instrumental motivation has been made by R. C.
Gardner and W. Lambert that have influenced a substantial number of second language-
related research. According to H. D. Brown and R. C. Gardner, motivation is divided into two
major types: instrumental and integrative.

R. C. Gardner and W. Lambert coined the terms integrative motivation to relate to language
education for individual growth and cultural enhancement that is the student aspirations to
learn a language to unite fortunately into the target language society; instrumental motivation
is seen as motivation stemming out of a necessity to acquire the second language for practical
or external goals. These reasons include the completion of goals, practical purposes for
learning such as financial rewards, passing exams, advancing a career or earning promotion.
Z. Dörnyei (Dornyei, 1998, p 46-78) proposes a motivational construct consisting of an
integrative and instrumental motivational subsystem, demand for performance and attribution
about past failures. Both instrumental and integrative impulses are respectively
comprehensive. Most circumstances in studying language include a blend of each kind of
motivation. In fact, it is hard to associate learning language progress to specific integrative or
instrumental causes. However, the importance of integrative and instrumental motivation
depends on circumstances or contexts, if training language operates more as a foreign
language or as a L2 (R. C. Gardner and W. Lambert, 1972, p. 74).

The contrast within intrinsic and extrinsic motivation

The assumption of intrinsic and extrinsic motivation is defined by Z. Dörnyei (Dörnyei, 1998,
p. 46-78). Motivation that engages in an activity is shown by an intrinsic motivation since that
action is pleasant and gratifying to do. Extrinsic learners are those whose operations are
performed to obtain some effective performance, such as, avoiding a penalty or receiving a
reward. This distinction between internal and external motivation plays a vital part in many
current principles of motivation. According to H. D. Brown (Brown, 2000, p. 23), there are
five separate attributes to cover motive, each of which is characterized by an intrinsic and

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extrinsic view, these theories have been used to describe variations in motivation among
various students. Nevertheless, it is difficult to think of motivation as something that is either
internal or external to the student. For instance, pupils who learn hard to master the second
language may be intrinsically or extrinsically motivated or have a mixture of both of these
factors. This construct has a broader distinction from the concept of integrative-instrumental
motivation proposed by R. C. Gardner. For instance, H. D. Brown (Brown, 2000, p. 33)
shows the relation among the motivational dichotomies. While extrinsic motivation may turn
out to be integrative motivation if somebody else wants the second language student to
understand the L2 for integrative purposes and vice versa if extrinsic motivation prove to be
instrumental motivation if an external power wants the L2 learner to master the second
language. What is more, intrinsic motivation can turn out to be integrative motivation, if the
second language learner wishes to unite with the L2 culture. It can also prove to be
instrumental motivation if the second language student hopes to accomplish objects utilizing
L2. The students with comparable instrumental motivation might reveal a noticeable
distinction between intrinsic and extrinsic motivation. Likewise, the learners with the
corresponding integrative motivation can present huge variations of intrinsic and extrinsic
motivation. Intrinsic and extrinsic motivation is essential to integrative and instrumental
motivation in connection to second language learning.

The teacher's role in the motivation of the student

The role of the educator is to be highly meaningful during the steps of the motivational
process. Motivation should not be limited only to integrative or instrumental aspect. It is also
a key to learning something from a fostered and supported by an inspired and well-organized
class teacher. The importance of the quality of the synergies that happen among learners and
scholars, many types of research have brought up the discussions of the impact of teachers in
the process of EFL. A good teacher should be equipped in some important characteristics.
Firstly, is the teacher‘s energy, recognition and, stimulation of pupils concepts, creating a
relax and enjoyable environment in the class, offering tasks in a vivid, engaging and
motivating way, the supporting of pupils with problems, supporting them to raise the
expectations of their value. S. Krashen (Krashen,1975, p. 66) has added to all these the
significance of:

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- making sure the students understand every bit of a given material, giving them great training
in using spoken or non-verbal options for communicative representations, compositions or
language parts;

- fixing major mistakes tactfully by rephrasing an inquiry, developing an answer, or through

listening to the correct answer by the student;

- permitting them to grade their personal writings or do it with a colleague;

- presenting interest for individuals' school or community matters;

- giving them an opportunity to enjoy small or even slow successes and the feeling of constant
progression toward their aims.

Bearing in mind the fact making mistakes is a vital role in learning process it may help
teachers to understand this process by using errors and failures creatively throughout the
teaching exercise. When the learners along with the help of their tutors develop an inner sense
of control and also the intense feeling of their power and ability to perform exercises, then
there are great opportunities for the learners to become motivated to study. Great ways of
motivating underachieving or uncertain learners are through external rewards in form of better
marks or praises. On the other hand, additional homework, different types or punishment are
not only ineffective in shaping the positive effect, but they can bring the opposite result. As
M. Williams and R. Burden (Williams and Burden, 1997, p. 22) have properly observed when
feedback really gives knowledge to learners that enable them to recognize specific features of
their work, it should prove both helpful and motivating to them to move into the next step of
their development. If there is lack of such data, it could have the opposite effect ultimately.

Using a motivational teaching

One may ask what makes the class atmosphere motivating and how can we improve this
aspect? The motivational nature of the classroom is mainly a role of the teacher‘s
motivational education system, and is accordingly in teachers‘ specific control. Hence, the
stress in the subsequent study will be on intentional tactics that can be used to increase
classroom motivation. After primary motivational requirements have been fortunately made in
the form of the defined class by a safe environment, cohesiveness, and a good learner-teacher
contact then the motivational teaching method requires to be settled. This process consists of
three stages:

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- creating primary motivation;

- motivation controlling and its preserving; and

- reinforcing positive retrospective self-evaluation (Spolsky, 1989, p. 72).

Forming Primary Motivation

Many psychoanalysts consider children as naturally eager to increase their awareness about
the world that surrounds them. To add up, their learning practice is by definition a source of
intrinsic satisfaction for them. However, classroom instructors tend to have opinions that are
in opposition to this idyllic view. Instead of having keen students, all they can often see is
somewhat reluctant kids who are utterly ignorant of the fact that there should be their natural
curiosity, a great desire to study. And even if we are fortunate to have a class of students with
a high rate of educational motivation, we cannot assume every learner to prefer the second
language course more than any other subject they learn. Therefore, if we are unlucky in the
composition of our class team, student motivation will not be there immediately, and we will
need to work out how to activate positive student attitudes toward second language training.
There are certain aspects of creating primary student motivation. B. Spolsky (Spolsky, 1989,
p.53) has classified these into five combinations:

1. Improving the students‘ language-related preferences and attitudes: Our fundamental value
system hugely defines our preferences and approaches to exercises. We can recognize three
types of language-related values:

1) intrinsic - related to the interest in and expected satisfaction of the real manner of studying;

2) integrative - pertaining to our approaches toward the second language, its speakers, and the
conveyed culture; and

3) instrumental value to the observed useful, realistic benefits that can be achieved through
the mastery of the second language.

2. Improving the pupils‘ hope of success

If we expect to succeed things we do our best to achieve it, and vice versa we are unlikely to
be motivated to strive for something if we assume we will never get there.

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3. Raising the pupils‘ purpose-orientedness

In a regular class, there are so many students unaware or ready to accept why they are doing a
learning exercise. Furthermore, the formal class goal (which is, comprehending the course
content) may well not be the class group‘s single goal and in extreme states may not be a
group object at all.

4. Making the education elements suitable for the students: The essence of this matter has
been compendious summarized by M. Finocchiaro (Finocchiaro,1983, p. 19-29): Teachers
believe schoolchildren do not worry, while the pupils tell us they do care about studying but
are not receiving what they require (p. 38).

5. Generating realistic student ideas: It is a strange fact of life that most students will have
specific beliefs about language training, and most of these views are likely to be (at least
partially) inaccurate. Such false dogmas can then run like time bombs at the opening of a
language program because of the determined disappointment that is to follow, or can disagree
with the course methodology and stop the advancement.

Once the central characters of creating initial student motivation have been identified, it is
possible to generate or select a variety of specific classroom techniques to promote the
particular dimension (Dörnyei, 2001, p. 44 and Rivers, 1983, p. 3-11).

Preserving and defending motivation

It is one thing to sharpen the students‘ appetite initially with relevant motivational methods,
but unless motivation is actively managed and preserved, the usual tendency to lose goal out
of sight, to get bored or tired of the exercise, and to give access to engaging distractions will
lead to the initial motivation gradually fading away. Hence, motivation requires being actively
trained. The spectrum of motivational tactics appropriate at this stage is somewhat extensive
(since ongoing human behavior can be adjusted in so many various ways), and the following
six sections appear to be primarily relevant for classroom purpose:

- creating inspiring and pleasant education;

- giving exercises in a motivating way;

- establishing precise student goals;

- preserving the pupils‘ self-esteem and improving their self-confidence;

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- generating student autonomy;

- supporting self-motivating student strategies (Spolsky, 1989, p. 48)

Self-motivating tactics can be described, using a statement, as a progressive method of

psychological control rules that protect attention and directed purpose in the face of individual
and/or environmental disturbances, and so support learning and accomplishment (p. 16). In
other words, they include procedures for the students to motivate themselves and that is why
to maintain the reaction when the primary motivation is weakening. These approaches are
especially necessary in L2 learning because due to the long-lasting character of the process,
second language learners need to sustain their engagement and effort over a long time, often
in the face of difficulty.

Based on the pioneering work of for instance J. E. Brophy, J. E. Brophy, J. Kuhl, and Z.
Dörnyei, self-motivating approaches can be divided into four basic categories:

• Environmental control procedures for excluding negative influences from the environment
and employing confident environmental impacts by making the setting an associate in the race
of a challenging aim (e.g., reducing distress; challenging colleagues to help and not to let one
do something)

• Gratification control strategies for banishing monotony and adding more attractions or
interests to the exercise (e.g., adding a twist to the assignment; using one‘s invention to liven
up the activity)

• Commitment control ways for encouraging to maintain or improve the pupils‘ primary
purpose commitment (e.g., bearing in mind confident expectations or positive incentives and
bonuses; concentrating on what would occur if the initial intention failed)

• Tactics on emotion control for handling disruptive passionate states or feelings, and for
creating emotions that will be helpful to implement one‘s intentions (e.g., using relaxation,
self-encouragement; and meditation techniques)

An essential part of a motivational education training that has a substantial empowering

impact is to raise learner awareness of appropriate strategies and to suggest them at suitable
times of their value.

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Supporting confirming retrospective self-evaluation

A significant amount of research has explained that the way students feel their former
realizations and the amount of pleasure they encounter after victorious undertaking
achievement will significantly define how they approach following training tasks. The pupils‘
evaluation of their past accomplishment depends not only on the independent, scientific level
of the progress they have achieved but also on how they understand their success. By using
relevant procedures, educators can help students to assess their past achievement in a more
accurate and positive light, take more pleasure in their benefits and development, and
demonstrate their past missteps in a constructive way. This recent area is associated with the
role of attributions, which is a point functioning educators are normally unfamiliar even
though it has been a central issue in educational psychology (Dörnyei, 2001, p. 72). The word
attribution is the process by which individuals explain the causes of behavior and events and
as far as psychology term is concerned, more importantly, why they failed in the past. Former
research had distinguished a particular hierarchy of the models of attributions that people
make in terms of their motivating nature. The failure can be described as a constant and
uncontrollable agents such as low experience has been observed to prevent later
accomplishment behavior, whereas failure that is attributed to uncertain and controllable
determinants such as effort are less harmful in that it can be corrected. Therefore, the overall
suggestion in the books is to try and promote effort attributions and limit experience
attributions in the learners as much as possible. In situations of failure, this can be achieved
by highlighting the low effort used as being a firm reason for underachievement, and if failure
happens even though of the hard work, we should pinpoint the incompetence of the
procedures employed. Lastly, no account of class motivation would be comprehensive
without considering the questionable, but very notable effects, of multiple sorts of feedback,
prizes, and marks given by the professor. As these are all forms of external evaluation by
expert forms, they have especially great impact on the learners‘ self-appraisal (Dörnyei, 2001,
p. 61).

Conclusion

Motivation is a vital determinant in studying a foreign language, which is determined by

several variables: the opinions of students, character variables, their studying ways. What is
more it is the neglected heart' of our perception of how to create education and teaching.
Motivation is something all our pupils bring with them in different forms. Educators should

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not only recognize it, but also support it, feed it now and then, and observe it evolve.
Preferably, our mission is also to educate the pupils how to foster motivation, find it in fields
where they did not expect it, and consider their own motivational method so they can take
command of it. Many lecturers consider holding to the language materials and trying to train
their students, they will succeed to construct a class setting that will be helpful for education.
These teachers seem to forget the fact that, unless they admit their students' characters and act
on those small parts that constitute their social and mental make-up, they will fail to motivate
them. Hence, language education and teaching should take account of a diversity of
determinants that are likely to encourage achievement. Language is part of one's personality
and is used to convey this identity to others. Consequently, L2 learning has an essential effect
on the human being of the learner, since it includes the adoption of new communicative and
cultural behaviors and ways of thinking.

References

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Dornyei Z. (2001). New themes and approaches in second language motivation research,
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Dörnyei Z. (1998). Conceptualizing motivation in foreign language learning, Language

Learning, 40, 46-78.

MacIntyre P. D., K. MacMaster and Baker S. C. (2001) The convergence of multiple models
of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey, In Z.
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