Motivation In English Language Essay

Literature review:

Motivation is defined as, “The driving force in any situation that leads to action. Motivation itself refers to a combination of the learner’s attitude”, Motivation is one of the mainly significant factors which manipulate language learners’ achievement or failure in learning the language. Motivation is something that supports someone to do something. Harmer reported in his book “English Language Teaching” that motivation is some kind of internal drive which pushes someone to do some things in order to achieve something (Harmer, 1988: 51). Motivation is further separated into two types: Intrinsic motivation and extrinsic motivation .Intrinsic motivation define as; “delight of language learning itself”, and extrinsic

The study was allowed them to be more specific about the relationships between motivation and strategy factors to learn spoken English. The findings might be used to assist and enhance helpfulness of classroom preparations for spoken communication courses. On the other hand, Mosha.M.A, (2014) in this research paper, “Factors Affecting Students’ Performance in English Language” aim to investigated the find out factors that have contributed to students’ poor performance in English subject in Zanzibar rural and urban ‘O’ level secondary schools. In this study, both qualitative and quantitative approaches were used to enhance the credibility of the findings. To achieve the aim of this research, Data gathering instrument were interview, observation, questionnaire and documentary review. Purposive sampling technique was used to select the four secondary schools since they had poor results in English National Examination for five consecutive years. Data were organized according to the research objectives. Relevant themes were selected and coded. The study was findings indicated that various factors were affecting English teaching in Zanzibar rural and

On the other hand Rehman.A, (ET all), (2014), conducted research The Role of Motivation in Learning English Language for Pakistani Learners, on 50 students from intermediate level have taken from a private college of Sargodha. The plan of this study was to sketch a contrast between two types of motivation that were integrated and instrumental and it would be noticed that which type of motivation was most accepted among Pakistani learners. In order to statistical consequence quantitative method of research was used. It was taken on in the form of questionnaire. The collected data were used to analyse in order to clarified the position of motivation in L2 learning. Question 1 to 10 was based on integrative motivation and 11 to 20 were based on instrumental motivation. Thus, percentage of instrumentally motivated learners was higher (i.e 70%) than integratively motivated learners (i.e 24%) therefore in Pakistan context, learners are highly instrumentally motivated in learning English language. Furthermore, teachers require to put a big deal of consideration into learning courses which maintain and increase learners’ attention and help out to accomplish their goal. Teacher must plan and produce motivating lectures in which learners