چکیده:
Motivation is one of the neglected parts of English language teaching. Teachers often forget that motivation is the basic part of learners’ English language learning activities. In this sense, learners control the flow of the classroom. Without learners’ motivation, there is no pulse and no life in the class. When learners learn to incorporate direct approaches to generate motivation in their learning, they will become happier and more successful learners. This paper is an attempt to investigate the impact of motivation on learners’ reading comprehension. It reviews the terms motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of the literature indicated that motivation has an influential role in learners’ reading comprehension.
خلاصه ماشینی:
"Previous research has advocated reading motivation in connection to students’ comprehension progress because reading comprehension permits students to analyze information that they have a prior knowledge about it to increase their comprehension (Duke, Pearson, Strachan, & Billman, 2011).
Students would not be able to achieve complete skill in reading comprehension without intrinsic motivation (Marinak & Gambrell, 2008).
In addition, there are other more specific variables that can affect readers’ reading performance and involve students’ reading culture or motivation, the depth of integration in reading, influential teaching of comprehension techniques, high vocabulary and general knowledge, fluency, text construction or genre, opportunities for speaking and writing, and knowledge of different reading strategies.
As a result, making a comfortable atmosphere for the students to face with integrative activities could increase students' motivation for reading achievement (Wigfield, Eccles, Schiefele, Roeser, & Davis Kean, 2006).
Research with school-age L1 readers indicated that intrinsic and extrinsic motivations effectively were related to reading progress, strategy use, and text comprehension.
However, intrinsic motivation could display more effective role in reading achievement and better text comprehension, although there were other factors that could be influential such as students’ ethnic backgrounds and learners age (Unrau & Schlackman, 2006).
7. Conclusion According to the review of the literature of this research, it can be stated that motivation is one of the most essential factors that has a direct impact on the development of reading comprehension, but the teachers need to know that the students are motivated differently."