نویسنده: Alizadeh، Mitra؛
November 2016، Volume 1 - Number 1 (5 صفحه - از 11 تا 15)
کلید واژه های ماشینی : Impact Motivation English Language Learning ، The Impact Motivation English Language ، Motivation ، Language Learning ، Second Language Learning ، Intrinsic Motivation Young Language Learners ، Intrinsic Motivation Factors Second Language ، Foreign Language Second Language Learning ، The Motivation Attitude Learning English ، The Relationship Motivation English Proficiency
This study overviews current research on the role of motivation in second or foreign language learning. Motivation is an important factor for explaining the success or failure of any complex task. In this paper, the researcher defines the term motivation, explains different types of motivation, reviews previous studies about the role of motivation in language learning, mentions conditions of motivation, and finally states key factors of motivation. The review of literature indicated that motivation has a very important role in learning English as a foreign or second language successfully.خلاصه ماشینی:
"In this paper, the researcher defines the term motivation, explains different types of motivation, reviews previous studies about the role of motivation in language learning, mentions conditions of motivation, and finally states key factors of motivation. The aims of this paper are to define motivation, explain different types of motivation, review previous studies about the role of motivation in language learning, mention conditions of motivation, and finally state key factors of motivation. According to Gardner and Lambert (1959 as cited in Pourhosein Gilakjani, Leong, & Saburi, 2012), integrative motivation refers to language learning for personal growth and cultural enrichment; that is, the learner likes to learn a language to enter successfully into the target language society. According to Gardner and Lambert (1972), learners are motivated to learn when they think of themselves as competent persons, deal with materials arranged to their level, see goal in their activities, see their studies as significant, are given difficult work, live in a safe environment, have the chance to express psychological needs for success, recognition, and acceptance, think that the learning is for them and not for their teachers, work with interesting materials, have opportunity to make decisions and feel responsibility for participating, and experience more success than failure. connect extrinsic and instrumental motivation by stating that they both refer to the desire to learn a second/foreign language because of some pressures or rewards from the social environment, internalized reasons for learning an L2, and/or personal decisions to do so and their value for the selected goals (2001, as cited in in Liu, 2007)."
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