英語畢業(yè)論文The-Role-of-Motivation-in-Language-Learning

TheRoleofMotivationinLanguageLearningPAGE第14頁共13頁TheRoleofMotivationinLanguageLearning摘要：動機是推動外語學習的內(nèi)在力量，是外語學習的重要因素之一。眾多外語老師都認為動機是影響學生是否能成功學習語言的重要因素，重要的、合理的語言學習動機可以克服語言學習中的各種不利因素。動機在語言學習中的作用的研究開始于二十世紀六十年代，它是語言學中的一個重要領域。本文提出了激發(fā)語言學習者學習語言的策略并集中討論了動機在語言學習中所起的重大作用。關(guān)于動機的概念有各種定義的觀點；關(guān)于動機如何在學習語言方面發(fā)揮作用的建議也有很多，這些建議都是以各種動機的理論為基礎的。動機在語言學習中的作用日益重要，諸如明確社會語言，達到長期或短期的目標，提高語言學習者的內(nèi)在和外在的動力以及應用于團體。還必須指出的是關(guān)于這一領域的研究必須被實踐所檢驗，并且在理論和實踐上還有很長的路要走。本文通過對語言學習動機理論的探討，提出激發(fā)語言學習者學習語言的途徑和策略，旨在培養(yǎng)語言學習者的強烈求知欲。關(guān)鍵詞：動機；動機理論；語言學習；語言學習者；動機在語言學習中的作用Abstract:Motivation,innerdrivetopushthestudyofforeignlanguagelearning,itisoneofthekeyfactorsinthestudyofforeignlanguagelearning.Mostlanguageteachersagreethatmotivationofthestudentsisoneofthemostimportantfactorsinfluencingtheirsuccessorfailureinlanguagelearning,theimportanceofmotivationofstudycanovercomeunfavorablecircumstancesinotheraspectsoflanguagelearning.Theroleofmotivationinlanguagelearninghasbeenstudiedsincein1960s.Itisindeedoneofthemostimportantareasoflinguistics.Thispapersuggestsstrategiesofmotivatinglanguagelearnersandfocusesontherolewhichmotivationcanplayinlanguagelearning.Theconceptofmotivationfromdifferentpointsofviewisdefined,anumberofsuggestionsonhowtomotivatelanguagelearnersarepresentedandtheroleofmotivationbasedonvariousmotivationaltheoriesarehighlighted.Withregardtotheroleofmotivationinlanguagelearning,itisconcludedthatmotivationplaysanincreasinglyimportantroleinmanyaspects,suchasidentifyingwiththetargetlanguagesociety,achievinglong-termandshort-termgoals,improvinglanguagelearners’internalandexternalpowersandexertingagroupforce.Italsoindicatesthatthereshouldbemoreresearchareastobeexaminedandalongwayisprobablyrequiredtodoinfuturetheoreticalandpracticalstudy.Thispaper,bymakingastudyonmotivationtheories,presentssomewaysandstrategiestostirupthestudymotivationoflanguagelearners.Itaimsatcultivatingthelanguagelearnerstohaveastrongthirstforknowledge.Keywords:motivation;motivationtheories;languagelearning;languagelearners;theroleofmotivationinlanguagelearningContentsAbstract……………………1Keywords……………………2=1\*ROMANI.Introduction……………..2=2\*ROMANII.MotivationTheories……………………32.1BehavioristApproach……………..………….………32.2CognitiveApproach…………………...42.3SocialConstructivistApproach……4=3\*ROMANIII.TheRoleofMotivationinLanguageLearning…53.1Gardner’sMotivationTheory…………53.1.1IntegrativeMotivation……………..63.1.2InstrumentalMotivation……………73.1.3Integrativevs.InstrumentalMotivation……….…...73.2TheRoleofMotivationinLanguageLearning…………...93.2.1TheRoleofGoal-directedMotivation……………….93.2.2TheRoleofSelf-determinationMotivationTheory………………..93.2.3TheRoleofGroupMotivation……..11=4\*ROMANIV.TheSuggestionsandStrategies……11=5\*ROMANV.Conclusion……12References………………13=1\*ROMANI.IntroductionItistruethatlanguageplaysanimportantroleinthemodernizationofacountry,providingakeytohumaneducationanddevelopment.AsLord(1985)suggeststhatlanguageworkis“amajorindicatorofappropriatenessoftechnology.”Learningaforeignlanguagehasbecomeessentialforthesocialandeconomicdevelopmentofmanysocieties.Inotherwords,languagelearnersneedtolearnitspronunciation,vocabularyandgrammar,butalsoitsabundantculture.Somelearnerscanlearnforeignlanguagequicklyandeasily,whileothersfinditdifficulttolearn.Therearemanyfactorsinfluencinglanguagelearners’successorfailureinforeignlanguagelearning,suchaslanguagelearners’motivation,intelligence,aptitudeandcompetence.Amongthefactors,ithasbeenoftensaidthatlanguagelearners’motivationplaysacrucialpartinlanguagelearning(GardnerandLambert1969;Harmer1983).Indeed,manyresearcherswhoareinterestedinthissubjectareahaveexaminedtheroleoflearners’motivationinlearningaforeignlanguage.Gardner(1985)seemstosupportthisideaandpointsoutthatmotivationinlanguagelearningisparticularimportance.Similarly,Noels(1990)alsobelievethatunderstandingmoreaboutmotivationcouldimprovelanguagelearners’competenceinlearningaforeignlanguage.Whydopeoplelearnforeignlanguage?Theanswertothisquestionisimportant,accordingtoRebeccaOxford(1994),“motivationisconsideredbymanyresearcherstobeoneofthemaindeterminingfactorsinsuccessindevelopingforeignlanguage.”Gardnerevenclaimsthatmotivationofthecomponentsofmotivationandtheinfluenceofmotivationonlearningforeignlanguageseemsquitereasonable.Thispaperaimsatpresentingthedefinitionsofmotivationfromdifferentperspectivestodiscusstheroleofvarioustypesofmotivationbasedondifferentmotivationtheoriesandtogivesuggestionsonhowtomotivatelanguagelearnersinlanguagelearning.Thetheoriesofmotivationwillfirstbepresented.Theroleofmotivationinlanguagelearningwillthenbediscussed.Lastly,suggestionsandstrategiesonlanguagelearners’motivationwillbeprovided.Motivationisawayofexplaininghowpeoplearearousedbyanevent,howtheydirecttheirbehaviortowardtheevent,andhowtheysustainthatbehaviorforgivenlengthoftime(Ball1982).Inotherwords,motivationdealswithwhyindividualsgetinterestsandreactiontothateventthatgettheirattention(HensonandEller1999).Motivationaltheoriescanbecategorizedinmuchthesamewayasapproachestolearning:behavioristapproach,cognitiveapproachandsocialconstructivistapproach.Recallthatbehavioristapproachisconcernedwithhowtheconsequencesofbehaviorregulatedandcontrolledactions;thatcognitiveapproachisconcernedwithhowweknow,thinkandremember;andthatsocialconstructivistapproachisanimportantmovementineducationalpsychology.Itsmainunderlyingassumptionisthatindividualsareactivelyinvolvedrightfrombirthinconstructingpersonalmeaning,theirpersonalunderstandingfromtheirexperiences.Accordingly,behaviorapproachemphasizesexternalmotives,suchasthosehavingtodowithpraiseandreward;cognitiveapproachemphasizetheindividual’sneedtoknowandunderstand(Lefrancois1997);andthesocialconstructivistapproachemphasizesthewholepersonwhatanindividualbringstothelearningactivitiesandtheimportanceofsocialinteractionandinfluenceofcontextaswell.=2\*ROMANII.MotivationTheoriesManytheoristsandresearchershavefoundthatitisimportanttorecognizetheconstructofmotivationnotasasingleentitybutasamulti-factorialone.OxfordandShearin(1994)analyzedatotalof12motivationaltheoriesormodels,includingthoseapproaches:behavioristapproach,cognitiveapproachandsocialconstructivistapproach.2.1BehavioristApproachBehavioristslikeSkinnerorWastonwouldstresstheroleofrewardsinmotivatingbehavior.Forexample:accordingtoSkinner,behaviorsarecontrolledbytheirconsequences.Whenconsequencesarerewarding,behaviorsaremaintainedandareincreasedinstrengthandperhapsfrequency.Therewardingconsequencesservetoreinforcebehaviorists’accountforhumanbehaviorthoughabehavioristparadigmstressestheimportanceofrewardsandreinforcement.Reinforcementtheoryisapowerfulconceptfortheclassroom.Learnerslearnforeignlanguageforpraises,grades,certificatesandsoon.Teachersmotivatedthemsimplybygivingthempositivefeedback.Inreality,it’snotthematter.2.2CognitiveApproachContrarytothebehavioristapproach,thecognitivepsychologistsapproachmotivationfromquiteadifferentperspective.Theybelievethatpeoplehaveinnateabilitytomotivatethemselves.DavidAusabel(1968)claimedthatmotivationstemfrombasisinnatedrives,suchasexploration,manipulation,activity,stimulation,knowledge,egoenhancement;Hunt(1965)centersontheimportanceofpeopledecidingforthemselveswhattothinkorfeelordo.Thecognitivepsychologicalviewpointsexplainmotivationthroughdeeper,unobservablephenomena.Intheclassroom,whenlearnershaveopportunitiestomaketheirownchoicesaboutwhattopursueandwhatnottopursue,theyarefulfillingtheirneedsforautonomy.Whenlearnersareforcedtodosomething,theirinnerwillmayberightagainstitandtheirmotivationcandiminish,asaresult.2.3SocialConstructivistApproachStillwithinthecognitiveframework,constructivismisanimportantmovementineducationalpsychology.Itsmainunderlyingassumptionisthatindividualsareactivelyinvolvedrightfrombirthinconstructingpersonalmeaning,theirpersonalunderstandingfromtheirexperiences.Itemphasizesthewholepersonwhatanindividualbringstothelearningactivitiesandtheimportanceofsocialinteractionandinfluenceofcontextaswell.Aconstructivistviewofmotivationcentersonthepremisethateachindividualismotivateddifferently.Peoplewillmaketheirownsenseofthevariousexternalinfluencesandtheywillactontheirinternaldisposition.Therefore,whatmotivatesonepersontolearnaforeignlanguageandsustainitseffortindoingsountilhehasachievedsatisfiedresultdiffersfromindividualtoindividual.(William,M&Burden,R1997)Ashaspointedoutatthebeginning,thoughitisoneofthemosttroddenareasinallthefactorsinfluencinglanguagelearning,motivationismuchmorecomplexthanitismostpeoplehaveexpected.Althoughhavingdiscussedmotivationfromdifferentpsychologicalperspectives,weactuallyhavebeenfollowingaspiralcircle,sotillfarawayfromthecenteroftheproblem:whatismotivation?Howmayitinfluencethesuccessorfailureofforeignlanguagelearning?Totakeaquickstepforward,we’dliketopresentthedefinitionofmotivationbyWilliam,M&Burden,R(1997:6)“Motivationmaybeconstructedasastateofcognitiveandemotionalarousal,whichleadstoaconsciousdecisiontoact,andwhichgivestoaperiodofsustainedintellectualand/orphysicaleffortordertoattainapreviouslysetgoals.”Thisdefinitioninvolvesthreestages:theinitialstage-whateverthecause,theindividual’sinterestorenthusiasmisaroused;thedecisionmakingstage-theindividualconsciouslydecidewhatactiontomake;theeffortsustainingstage-oncetheactivityhasbegan,theindividualneedstopersistuntilthedesiredgoalisachieved.Apparently,motivationistheresultofacombinationofbothinternal&externalfactors.=3\*ROMANIII.TheRoleofMotivationinLanguageLearning3.1Gardner’sMotivationTheoryGardner’smotivationtheorycontainsthreeforms,namely:“integrativeorientation,integrativenessandintegrativemotive,”“integrativemotive”wasintroducedbyGardnerandLambert.ThisconceptwasbasedonMower’s(1950)“identificationtheory.”AccordingtoMower,children’sfirstlanguageacquisitionisprimarilyinfluencedbytheirparents’activities.Inviewofthisnotion,GardnerandLambertpointout“l(fā)anguageismeanstoanendratherthananenditself.”Inotherwords,theybelievethatalong-termmotivation,namelyintegrativemotivation,isrequiredwhenlearningatargetlanguage.Moreover,theyputforwardanotherimportantformofmotivation,namely“instrumentalmotivation”,whichisdefinedas“adesiretogainsocialrecognitionoreconomicadvantagesthroughknowledgeofaforeignlanguage.”Thatis,languagelearnersmaybemotivatedbyusingatargetlanguageanditscultureasaninstrumenttosatisfytheirownsocialandeconomicneeds.GardnerandLambertseemtoprefertheintegrativemotive,claimingthatlanguagelearnerswhoarewillingtointegratewiththetargetlanguagegrouparemorelikelytomasterthetargetlanguageeasilyandsuccessfullybecausetheyshowastronginterestinthepeopleandthecultureofthetargetlanguagegroupandmaintainalong-termintegrativemotivationintheprocessoflearning.Harmer,ontheonehand,supportsGardnerandLambert’sidea,classifyingintegrativemotiveintoastrongformandaweakform.Thestrongformofintegrativemotivationreferstolanguagelearnerswhoarestronglymotivatedtointegratethemintothetargetlanguageculture;theweakformofintegrativemotivationreferstolanguagelearnerswhodesiretoobtainasmuchinformationaspossibleaboutthetargetlanguageculture.Harmerarguesthat“instrumentalmotivation”playsthesameimportantroleas“integrativemotivation”inlanguagelearning.Furthermore,Gardnersuggeststhatthereisadifferencebetween“integrativeorientation”and“integrativemotivation”,statingthatprovidinglanguagelearnersareorientatedintegrativetostudythetargetlanguage,theyknowthereasonsclearlywhytheyneedtobecomeclosertothetargetlanguage,theynotonlyknowthereasons,butalsodemonstrateastrongmotivationtostudythetargetlanguagethankstotheirattitude,desireandefforttowardtheactivityinvolvedinlanguagelearning.GardnerandLambert’searlystudy(GardnerandLambert1959)illustratesthattheymaintainthebeliefthat“integrativeorientation”playsaparticularlyimportantroleinlanguagelearning.However,othersdonotendorsethisidea,claimingthat“instrumentalorientation”appearstohavethesamepositiveeffectonlanguagelearningasorbetterthan“integrativeorientation”(ChiharaandOller1978).Kruideniercommentthesedisagreements,believingthatthesedifferentfindingresultinthefailureofconsiderationofthesocialenvironment.Anewconcept,“integrations”,hypothesizedbyGardner(1985)revealswhomwishto“identify,atleastinpart”withthetargetlanguagesocietymayhaveahighermotivationthanthosewhodonot.However,Dornyei(1990)seemstocontendthatdespitethelackofthetargetlanguageenvironment,languagelearners”“cultureandintellectual”attitudetowardthetargetlanguagemayberegardedaspartof“integrativeness”.Forexample,inChina,althoughthereisnoEnglish-speakingenvironment,learnersstillhaveastrong“integrativemotivation”inlearningEnglishbecauseEnglishisamajorschoolsubjectbasedonChina’snationalcurriculum.DornyeifurtherarguesthatalthoughGardner’snotionaboutmotivationmakesagreatcontributiontothestudyofmotivationinlanguageacquisition,itremainsdifficulttomakeacleardefinitionamongtheterms,asGardner(2001)concludes“thetermisusedfrequentlyintheliterature,thoughcloseinspectionwillrevealthatithasslightlydifferentmeaningtomanydifferentindividuals.”GardnerandLambert(1972)introducedthenotionsofinstrumentalandintegrativemotivation.Instrumentalmotivationreferstothelearner'sdesiretolearnalanguageforutilitarianpurposes(suchasemploymentortravelorexampurposes)inthecontextoflanguagelearning.Ontheotherhand,integrativemotivationreferstothedesiretolearnalanguagetointegratesuccessfullyintothetargetlanguagecommunity.Inlaterresearchstudies,CrookesandSchmidt(1991),andGardnerandTremblay(1994)exploredfourothermotivationalorientations:(a)reasonforlearning,(b)desiretoattainthelearninggoal,(c)positiveattitudetowardthelearningsituation,and(d)effortfulbehavior.3.1.1IntegrativeMotivationMotivationhasbeenidentifiedasthelearner'sorientationwithregardtothegoaloflearningforeignlanguage(CrookesandSchmidt1991).Itisthoughtthatstudentswhoaremostsuccessfulwhenlearningatargetlanguagearethosewholikethepeoplethatspeakthelanguage,admirethecultureandhaveadesiretobecomefamiliarwithorevenintegrateintothesocietyinwhichthelanguageisused(Falk1978).Thisformofmotivationisknownasintegrativemotivation.Whensomeonebecomesaresidentinanewcommunitythatusesthetargetlanguageinitssocialinteractions,integrativemotivationisakeycomponentinassistingthelearnertodevelopsomelevelofproficiencyinthelanguage.Itbecomesanecessity,inordertooperatesociallyinthecommunityandbecomeoneofitsmembers.Itisalsotheorized"integrativemotivationtypicallyunderliessuccessfulacquisitionofawiderangeofregistersandanativelikepronunciation"(Finegan1999:568).InanEFLsettingsuchasJapanitisimportanttoconsidertheactualmeaningoftheterm"integrative."AsBenson(1991)suggests,amoreappropriateapproachtotheconceptofintegrativemotivationintheEFLcontextwouldbetheideathatitrepresentsthedesireoftheindividualtobecomebilingual,whileatthesametimebecomingbicultural.Thisoccursthroughtheadditionofanotherlanguageandculturetothelearner'sownculturalidentity.AsJapanispredominantlyamonoculturesociety,opportunitiestousethetargetlanguageindailyverbalexchangesarerelativelyrestricted.Thereisalsolimitedpotentialforintegratingintothetargetlanguagecommunity.3.1.2InstrumentalMotivationIncontrasttointegrativemotivationistheformofmotivationreferredtoasinstrumentalmotivation.Thisisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage(Hudson2000).Withinstrumentalmotivationthepurposeoflanguageacquisitionismoreutilitarian,suchasmeetingtherequirementsforschooloruniversitygraduation,applyingforajob,requestinghigherpaybasedonlanguageability,readingtechnicalmaterial,translationworkorachievinghighersocialstatus.Instrumentalmotivationisoftencharacteristicofsecondlanguageacquisition,wherelittleornosocialintegrationofthelearnerintoacommunityusingthetargetlanguagetakesplace,orinsomeinstancesisevendesired.3.1.3Integrativevs.InstrumentalMotivationMotivationisdefinedasthelearner'sorientationwithregardtothegoaloflearningforeignlanguage.Motivationisdividedintotwobasictypes:integrativeandinstrumental.Integrativemotivationischaracterizedbythelearner'spositiveattitudestowardsthetargetlanguagegroupandthedesiretointegrateintothetargetlanguagecommunity.Instrumentalmotivationunderliesthegoaltogainsomesocialoreconomicrewardthroughlearningforeignlanguageachievement,thusreferringtoamorefunctionalreasonforlanguagelearning.Bothformsofmotivationareexaminedinlightofresearchthathasbeenundertakentoestablishthecorrelationbetweentheformofmotivationandsuccessfulsecondlanguageacquisition.Motivationinthelearningforeignlanguagecontextisthendiscussedandstudiesthathavebeenconductedinthefieldinvestigated.Whilebothintegrativeandinstrumentalmotivationsareessentialelementsofsuccess,itisintegrativemotivationthathasbeenfoundtosustainlong-termsuccesswhenlearningasecondlanguage(Taylor,MeynardandRheault1977;Ellis1997;Crookesetal1991).InsomeoftheearlyresearchconductedbyGardnerandLambertintegrativemotivationwasviewedasbeingofmoreimportanceinaformallearningenvironmentthaninstrumentalmotivation(Ellis1997).Inlaterstudies,integrativemotivationhascontinuedtobeemphasized,althoughnowtheimportanceofinstrumentalmotivationisalsostressed.However,itisimportanttonotethatinstrumentalmotivationhasonlybeenacknowledgedasasignificantfactorinsomeresearch,whereasintegrativemotivationiscontinuallylinkedtosuccessfulsecondlanguageacquisition.Ithasbeenfoundthatgenerallystudentsselectinstrumentalreasonsmorefrequentlythanintegrativereasonsforthestudyoflanguage.Thosewhodosupportanintegrativeapproachtolanguagestudyareusuallymorehighlymotivatedandoverallmoresuccessfulinlanguagelearning.Oneareawhereinstrumentalmotivationcanprovetobesuccessfulisinthesituationwherethelearnerisprovidedwithnoopportunitytousethetargetlanguageandtherefore,nochancetointeractwithmembersofthetargetgroup.Lukmani(1972)foundthataninstrumentalorientationwasmoreimportantthananintegrativeorientationinnon-westernizedfemalelearnersofL2EnglishinBombay.Thesocialsituationhelpstodeterminebothwhatkindoforientationlearnershaveandwhatkindismostimportantforlanguagelearning.BrajKachru(1977,citedinBrown2000)alsopointsoutthatinIndia,whereEnglishhasbecomeaninternationallanguage,itisnotuncommonforsecondlanguagelearnerstobesuccessfulwithinstrumentalpurposesbeingtheunderlyingreasonforstudy.Brown(2000)makesthepointthatbothintegrativeandinstrumentalmotivationsarenotnecessarilymutuallyexclusive.Learnersrarelyselectoneformofmotivationwhenlearningasecondlanguage,butratheracombinationofbothorientations.HecitestheexampleofinternationalstudentsresidingintheUnitedStates,learningEnglishforacademicpurposeswhileatthesametimewishingtobecomeintegratedwiththepeopleandcultureofthecountry.Motivationisanimportantfactorinlearninglanguageachievement.Forthisreasonitisimportanttoidentifyboththetypeandcombinationofmotivationthatassistsinthesuccessfulacquisitionofasecondlanguage.Atthesametimeitisnecessarytoviewmotivationasoneofanumberofvariablesinanintricatemodelofinterrelatedindividualandsituationalfactorsthatareuniquetoeachlanguagelearner.3.2TheRoleofMotivationinLanguageLearning3.2.1TheRoleofGoal-directedMotivationDuringthestudyofmotivationareainlanguagelearning,goalshaveplayedcentralpartinanumberofresearches(BelmechiandHummel1998)supportthistheory,claimingthatifalanguagelearnerhasagoalandthatgoalisattractiveenough,thelanguagelearnerwillhaveahighmotivationtoovercomeanyobstacletoreachthatfoal.Healsopointsoutthatgoalscanbedividedintotwotypesintermsof“short-termgoal”and“l(fā)ong-termgoal”.Forinstance,ifastudentwishestoobtainasatisfactoryjobortobecomeintegratedwiththetargetlanguagesociety,a“l(fā)ong-termgoal”isrequired.Ontheotherhand,itisessentialforthestudenttobetrainedinaformalschooloralanguageeducationcenterinordertoreachhis/her“l(fā)ong-termgoal”.Thus,thestudentisrequiredtopassamid-termorendoftermexamination,whichareactuallythestudent’s“short-term”goal.Gardneragreeswiththisidea,suggestingthatthegoalisanaffectingmotivationinlanguagelearning.Healsoindicatedthatmotivationincludesfourparts:agoal,abehaviorwitheffort,thegoalattainmentdesireanddesirablevaluestowardthegoal.Therefore,althoughthegoalimproveslearners’motivation,itisnotadominantpartinlanguagelearning.Onthecontrary,hebelievesthat,theotherthreepartsofmotivationdeterminetheindividualdifferenceoflanguagelearners,playingacrucialroleforlanguagelearnerstoachievethegoal.However,itneedstobenotedthatgoal-directedtheoryisatremendousadvanceinmotivationstudyarea,asPintrichandSchunk(2002)conclude,“Currently,itisprobablythemostactiveareaofresearchonstudentmotivationinclassroomandithasdirectimplicationsforstudentsandteachers.3.2.2TheRoleofSelf-determinationMotivationTheory“Self-determination”theoryreveals,“humanshaveinherentpropensitiestobeintrinsicallymotivated,toassimilatetheirsocialandphysicalwords,tointegrateexternalregulationintoself-regulation,andinsodoingintegratethemselvesintoalargersocialwhole”(DeciandRyan1985;RyanandDeci2000).Basedonthistheory,manyresearcherscategorizemotivationintotwomaintypes:“intrinsicmotivation”and“extrinsicmotivation”,(Noels,ClementandPelletier1999).AccordingtoDeciandRyan(1985),“intrinsicmotivationgenerallyreferstomotivationtoengageinanactivitybecausethatactivityisenjoyableandsatisfyingtodo.”Inotherwords,astheseresearcherssuggest,whenlanguagelearnersareallowedtoselectalanguageperformance,theymightconsiderselectinganinterestingandchallengingone.Intheprocessofachievingthelanguageperformance,languagelearners’competenceandabilitiesmaybeimproved.Renninger(2000)beconsistentwiththisconcept,statingthat“intrinsicmotivation”isconcernedwithpersonalinterest,whichcangrowwiththeenhancementofindividual.”However,ShahandKruglansk(2000)consider“intrinsicmotivation”intwoways:“structureandsubstance”.Theybelievethat“structuralintrinsicmotivation”takesplacewhenthereisonlyonegoalinalanguageactivity,while“substantiveintrinsicmotivation”referstoseveralgoalsinvolvedinalanguageperformance.Itseemsthatasatisfactionoranenjoymentwithanactivity,personalinterestandagoalorgoalsarethemostimportantaspectsinmotivatinglanguagelearnersintrinsically.Currentresearchersholddifferentpointsofviewsabouttheconceptofextrinsicmotivation.AccordingtoSansoneandHarackiewicz(2000),therearetwodifferentdefinitionsofextrinsicmotivation.Oneis“whenmotivationisbasedonsomethingextrinsictotheactivity.”Theotheris“whenmotivationisbasedonsomethingextrinsicperson.”Vallerand(1997)furthersuggestthatthreeformsofextrinsicmotivationhavebeentakenintoaccountaccordingtothedegreetowhichthegoalforachievingaperformanceisdeterminedbylanguagelearners.Fromtheweakesttostrongestdegreeofself-determination,extrinsicmotivationisclassifiedinto“externalregulation,interjectedregulationandidentifiedregulation”.“Externalregulation”referstoexternalfactorsthatareusedtomotivatelanguagelearners’performanceinlanguageactivities,suchas“tangiblebenefitsandcosts”.Providingthatthesefactorsaretakenaway,languagelearnersmightnotcontinuetoperformtheirlanguageactivities.“Interjectedregulation”impliesthatindividualshaveincorporatedexternalpressures,suchasparents’andteachers’expectationorpersonaldesiretosurpassanotherpersoninalanguagetest,intointernalforce.However,althoughtheseexternalpressureshavebeeninternalized,languagelearnersthemselvesbasedonpersonalinterestdonotchoosethemfreely.Underthesecircumstances,learningactivitiesareprobablydifficulttobec