Saturday, August 2, 2008

The Role of Motivation in Second Language Learning

The Role of Motivation in Second Language Learning






A final paper submitted to Lenora Perry



Victor Fru Asongwe
Z72vfa


In partial fulfillment of the requirements of Education 6390
For the degree of Master of Education









Faculty of Education
Memorial University of Newfoundland
St. John’s
Newfoundland and Labrador
July 11, 2008





ABSTRACT


The goal of this research was to examine the role that motivation plays in second language instruction. Achievement in second language learning to many learners has always been a problem. This paper explores the role of motivation in second language learning through a collection of literature reviews. The results clearly demonstrate the fact that learners who are motivated by their governments and teachers end up having better achievement than those who are less motivated. Specific goals and self efficacy, teacher training, the role of peer climate and best friends in learning, teacher’s gestures, culture, teacher’s understanding, student’s background, introduction of technology, school setting and parents’ influence, just to mention a few, can be great factors that motivate learner’s desire to focus on second language instruction. Some of the implications of motivation have also been discussed and suggestions have been proposed at the level of each literature review.

GOAL OF RESEARCH

This research is intended to all teachers and all my colleagues who teach second languages, especially those in Sacred Heart College Douala- Cameroon, Huanghuai University in China, Anyang Normal University in China, Henan Institute of Science and Technology in China, Danshan Foreign Languages School, BELL International English and DELL International English. Motivation to second language learners accelerates achievement. All the schools metioned are schools in which the researcher taught and had experience both from the teachers and the students. Parents reading this product will also learn a lot on how to deal with their children in school and with the teachers. Motivation in learning at this angle is expected from teachers, students , parents, education boards and the government. Motivation is often neglected in schools and because it affects achievement, it became an issue to be addressed.































TABLE OF CONTENTS


Abstract…………………………………………………………………………i
Table of Contents…………………………………………………………….. ii
…………………………………………………………………………………..1
Introduction of Motivation in Relation to Student’s Teachers and Parents………. 2
Relating Motivation to the Student, Teacher and Parents………………………..3
Key Concepts and Definitions………………………………………………….4
What is Motivation?.................................................................................................5
What Role Does Motivation Play in Second Language Learning……………………6
The Role of Peer Climate and Best Friends ……………………………………….8
How Students Perceive Teachers’ Gestures in the Classroom……………………9
Social and Cultural Change as a Motivating Factor……………………………….11
Assessing Individual Learner Goals and Achievements…………………………..12
How Individual Goals Help Motivate Second Language Learners………………...13
An Example of Goal Setting in an ESL Classroom……………………………….18
Conclusion…………………………………………………………………………23
Appreciation……………………………………………………………………….24
Bibliography……………………………………………………………………….25


A key framework that has driven much research on second language learning motivation is Gardner’s article (1985, 1988). Also, Gardner and Macintyre 1993 Socio-Educational Model of Second Language Acquisition in motivation is conceptualized as a complex of variables, specifically, “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language” (Gardner1985:10)
“Motivation is hypothesized to have a direct effect on the second language achievement and is itself purportedly influenced by a number of other social -psychological variables. The learner’s orientation or reason for learning the second language has received an extensive attention in second language literature.” (Gardner 1985, 1988; Gardner and Macintyre 1993)


















INTRODUCTION

The issue of forcing the curriculum on learners using violence and punishment is now a historical issue. It is time different methods are adopted in enhancing the curriculum so that learners, particularly Second Language learners, do not stress while learning. While grammar, comprehension and other metacognitive approaches have been taught in the classrooms, little attention has been focused on motivation. In comparison with Benson (1991), who noted that educators in Japan are often surprised by university students’ inability to use spoken English, the author of this article observes that students in China are not very different from their counterparts. Cultural differences may be the cause, taking into consideration that most of the students are not given the chance to share their experiences in class. Traditional teaching methods still exist and this gives rise to many learners’ shyness. This limits the learners from sharing their opinions with their friends. The teacher only lectures and students listen. This is a big issue to be addressed. Today most of the learners of English as a second language find their foreign teachers different and they find them more cooperative and open than their Chinese counterparts. In trying to give them a chance in the classrooms to utter some expression, though shy, they begin to come out of their hidden world. Through dialogues, short plays, songs, movies, discussions, debates, questions and speeches the learners are discovered; hence, hope and encouragement are given to them. With these challenges of learning the second language, motivation is thus seen as the key to overcoming some of these major difficulties. (Gardner 1985). Gardner defines motivation as “the combination of efforts plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language” (p.10). Having examined these key issues, the researcher finds out that motivation is a key issue to be addressed. Most foreign teachers teaching in ESL classrooms are really changing the culture through language and some of the students see this as a sort of entertainment.

The purpose of this research is thus to discuss the role that motivation has on students, teachers, parents and researchers in learning and teaching a second language.
Learners are motivated at different levels depending on their ages and levels. Although this research considers motivation to learn a second language from the point of view of the student, it is certain that other contributors include the teacher, parents, the government, the institution, as well as the student’s and teacher’s backgrounds. This research is thus targeted to help teachers and parents in their efforts to teach a second language. It also acknowledges the fact that learners need discipline and goals in order to learn. Likewise, there should be opportunities for the teachers and parents to share with them, thus enhancing communication and knowledge.

Relating Motivations to the Student, Teacher and Parents

More and more people around the world are showing an interest in learning a second language (Krashen, 1985).This may be as a result of the fast development of science and technology in transportation and communication, migration, computer and internet sensitization and the need for people to exchange cultures. Second language learning helps people to have more access in learning and discussing with people around the world. This considerable interest in the notion of motivation to learn a second or foreign language was not very impressive in the past decades (Gardner, 1985). Many people thought learning another language was only limited in intelligence and verbal ability as observed by R.C. Gardner (1985). Concepts like attitudes and anxiety were not considered to be important at all. Today, many of these ideas have changed, and one sometimes thinks that affective variables are considered to be the only variables (Gardner, 1985). Although learning a new language is a difficult time consuming process,(Schneider,2004), it is not surprising if it turned out that a number of variables that are hitherto not considered important are found to be implicated in learning a second language. Gardner indicates that present research focuses on individual differences in the characteristics of students such as attitudes and motivation, language anxiety, self confidence, friendship, field independence and personal variables. Furthermore, these characteristics also include need achievement, risk- taking, empathy and the like intelligence, language aptitude, and language learning strategies. Other variables and other classes of variables might well be considered viable candidates, Gardner, (1985).
Key Concepts and Definitions
In this research, the researcher focuses on the role that motivation plays in second language learning. This paper reviews the literature related to the following research questions:
- Who motivates who in second language learning? What specific factors influence students’ motivation to learn a second language?
- How can teachers and educational boards use motivation to improve on students’ learning a second language?
- What sources of media/technology influence the motivation of acquiring a second language? Can computer- based and multi- media serve as a source of motivation to second language learners?( email, watching movies)
- Can learners’ attitudes and backgrounds affect language learning?
- What is the impact of motivation?

What is Motivation?
Gardner and Lambert (1972) define motivation as a desire to achieve a goal, combined with the energy to work towards that goal. Students who are motivated have a desire to undertake their study and complete the requirements of their course. This in turn leads to the question: who is a motivated student?
Being a motivated student does not mean you are always excited to complete your studies, but it does mean you will complete the tasks set for you even when assignments or practices are difficult or not. (Gardner and Lambert, 1972)
Positive and Negative Motivation
Motivation is dependent on the student; therefore a distinction is made between positive and negative motivations. Gardner’s positive motivation is a response which includes enjoyment and optimism about the tasks that you are involved in. He also assumes that negative motivation involves undertaking tasks because there will be undesirable outcomes, e.g. failing a subject, if tasks are not completed.
Almost all students will experience positive and negative motivations at different times during their life at university or wherever.
What seems to work best for most people is to understand that both positive and negative motivations are useful and that sometimes students will need to search for motivation.

What Role does Motivation play in Second Language Learning?
According to Smith, 1971; Gardner& Lambert, 1972; Cooke, 1973, 1978; Gayle, 1981, Ralph, 1982; attitudes and motivational factors play a crucial role in foreign language learning. Gardner and Lambert (1972) indicate that those affective factors, including attitudes and motivation, have independent and significant relationships with foreign language learning achievement. This study concludes that students who are highly motivated and have positive attitudes towards the target language are more likely to do well in learning a second or a foreign language than students who are less highly motivated or who have negative attitudes.
Gardner and Lambert (1972) also made a clear distinction between integrative and instrumental motivations. Integrative motivation is when the leaner wants to identify with the target group and instrumental motivation is when the learner wants to learn the language for utilitarian purposes. According to these authors, integrative motivation is a stronger predictor of second language learning than instrumental motivation. The integrative motive includes positive affect towards the target language and target community. In addition, Gardner and Smythe (1975) describe it as a motivational complex including integrative orientation, a desire to learn the target language and positive attitudes toward the second language group, the second language, the second language course and the teacher. In other words, orientation can spur a learner to learn a second language. Teachers can also orientate and motivate the learners and help them understand why they are learning a second language.
There have been, however, some criticisms of the distinct roles of integration and instrumental motives and the supremacy of the first over the second. In her research of 84 foreign students in an American University, England (1982) found that integrative motivation may not be the only orientation for successful second language learning. In fact, she found the anti- integrative orientations in some successful learners. The most controversial point seems to be the learners’ attitudes towards the target community and their desire to become part of it. In actual fact, if one needs to learn a language faster, one should get nearer the people of that community or society. The researcher in question takes himself as an example. He speaks Chinese very well, because he has learned the people’s behavior and has learnt to cooperate and communicate with them. Even though he also learns Chinese from the internet, communicating with the people is faster and reading may be more authentic. The danger in communicating with the target community may be that one may meet others who communicate in the non standard form, since people from different regions do not speak the same. Nevertheless, if the learner understands the culture he will be able to make a distinction. It gives a greater chance for the learner to discover that the same language is not so uniform everywhere. According to Shehadeh (1999), learners of second language have opportunities to receive input that they have made comprehensible through negotiation while at the same time producing comprehensible out put. Nevertheless, learners’ attitudes towards a language, the second language course, and the second language teacher are less controversial.
In this regard, these latter components are important and have an impact on second language learning achievement, even if the learner tends to have an instrumental rather than an integrative motivation. In fact Smythe, Stennett, and Feenstra (1972) argue that there are positive correlations between integrative and instrumental motivation and that they are not independent.
The Role of Peer Climate and Best friends
In another literature review, R. Michael Nelson and Teresa K. Debacker, (2008), discuss “The Role of Peer Climate and Best Friends.” In this article, using L. Maehr’s (1984) theory of personal investment, the authors investigated associations among perceived peer relationships and achievement motivation during a science and language classes. In this study, Debacker explored how learners’ perceptions of the peer climate in their classroom and achievement related values and behaviors of their best friend might impact their own achievement related goals and self efficacy. In this case, best friends can also be very influential in helping each other in learning how to communicate. Research from a social cognitive perspective has indicated that goal and self-efficacy is very important in understanding achievement motivation of learners (Elliot, 1999; Kaplan et al, 2002; Meece et al, 2006). Studies in peer climate and best friend peer relationship literature has indicated that peers might influence learners’ attitudes and beliefs about school as well as their academic achievement(Cauce, 1986, Epstein, 1983; Hallinan & Williams, 1990, Ide , Pakerson, Haetel & Walberg, 1981)
Furthermore, the authors want to evaluate the issue of social responsible goals in achievement. This refers to the desire to meet expectations for socially responsible behavior at school or in the classroom, including the willingness to comply with classroom rules and teacher expectation (Anderman and Anderman 1999; Patrick et
al; Ryan et al, 1997; Wentzel, 1989) Social intimacy goals have been conceived as the desire to build or maintain positive relationships with peers characterized by trust and caring (Anderman& Anderman; Patrick et al, Ryan et al.) In situating social intimacy goals in the classroom, they refer to choosing to work with others because it provides an opportunity to initiate friendships and interact with friends during class time.
This may sound good in theory but it is also a danger if one’s intimate friends are not really positive in learning and achievement. If you are situated with a non- supportive friend, the other party may influence another in a negative way.
How Students perceive Teachers’ Gestures in the Classroom
According to Daniela (2006), learners bring out meaning from the teacher’s gestures in the classroom. In this study, the author explores meanings that learners of English as a foreign language give to teachers’ gestures. Gestures may motivate learners either positively or negatively. In this qualitative descriptive study of the perceived functions that gestures performed in the EFL classroom, they are viewed mainly from the language learner’s perspective. The data for the study was collected through interviews with twenty-two adult learners based on a stimulated call methodology (Gass and Mackay, 2000). Findings indicate that learners generally believed that gestures and other non- verbal behaviors play a key role in the language learning process. Learners identified three types of functions that gestures play in EFL classroom interaction: (i) cognitive, i.e. gestures which work as enhancers of the learning processes (ii) emotional, i.e. gestures that function as reliable communicative devices of teachers’ emotions and attitudes and (iii) organizational, i.e. gestures which serve as tools of classroom Management. Gestures in other words, may express motivation and encourage or discourage the learner. Research has proven that gestures produced along with speech, display information about a speaker’s thoughts (Kendon, 1980, Mc Neill, 1992; Gold in- Meadow 2003). Generally speaking, the teaching activity involves action and using the hands and other parts of the body, to describe action in the classroom. In a second language classroom where the students do not understand the teacher well, they may follow actions and gestures to interpret meaning. The situation becomes complex whereby, learners may not be able to distinguish gestures or body language from other cultures since different signs may give different meanings in another culture. There is, however a lack of studies which explore participants’ perceptions of gestures and their interpretation alongside their occurrences in production.
Social and Cultural change as a motivating factor
The following literature review also shows the role of motivation in second language learning; Stern, Hilary (1997), leads us to understand in his review that teaching English as a second language is not only teaching grammar or its rules, but it is an issue of building the community as well, thus organizing students for social changes. Understanding the related problems of the students’ backgrounds, making them communicate through role playing, motivating them with other aspects like class coffee break, weekly basketball or other games may result in a great deal of achievement. In short, doing these activities makes them feel that they are part of the learning and teaching process. Stern was teaching immigrant students who were cut off and isolated from a sense of community. Many of the students came to ESL classes not so much to learn English, but to take a break from the dangerous world out there. Stern (1997) quotes;
“In our program, we built community in several ways .In the classroom we built community by following a participatory approach to education very similar to the approach described by Brian Morgan. A community of learners is not the same as an immigrant community. An immigrant community includes people of all levels of knowledge of the English Language. That’s why we always include coffee breaks in our ESL classes. Coffee breaks are very important; it allows people in all our classrooms to socialize and to network”

Other sources of motivation as observed in this research include organizing Christmas parties, and games of basketball and soccer. This relieves stress from the students as well as builds relationships. In this kind of classroom atmosphere, the students share power and learn to interact among themselves. It is actually a good idea to build a community when teachers find learners from a particular background with different social problems. The task most often may be very difficult for one teacher to break through in coalition with the students and in unity. Understanding the background and culture of the learner and coming to his or her solution is also a task. However, it is a motivating experience for others to learn. Organizing ESL students for social change can on its own be a very important factor of motivating them to learning the language. This is in harmony with what Gardner (2001) refers to as integrative ness and orientation. Integrative ness reflects a genuine interest in learning the second language in order to come closer psychologically to the other language community. Like Stern, he used various attractions to bring the learners together.
Assessing Individual Learner Goal Achievement
There is growing evidence that the needs of adult and child or adolescent learners are very different (Alegre, Mary Kay, Moss, Dona, 2000). In their literature review, a recent study of adult learning and literacy suggests that participants who have goals in mind are likely to persist in their studies, and changing a goal through experience appears to be a positive decision. Effective adult learning programs today strive to provide meaningful, learner- centered instruction that is informed by the learners’ needs, interests, and goals. That is why Alegre and Moss and (2000), in their article express in the quote below:
“Tailoring instruction to class needs in Second Language learning and class goals can be accomplished through class curriculum negotiation where by students negotiate course content and set class goals.” (Alegre, Mary Kay, Moss, Dona, 2000).

In a likely manner, this researcher understands that students sometimes need a free class of their own; they propose topics, debates, watch movies and discuss. The teacher participates with them, asks questions or allows the students to ask questions too. The learners are always very excited to set and achieve their own goals. Sometimes they are bored with the teacher’s approach or teaching styles. When they set their own tasks, they involve the teacher. This kind of approach gives the learners authority in their instruction and improves practice through a negotiated or better understanding of adults’ needs. It increases learners’ motivation and confidence and leads them to commit more time to studies. This makes the intelligent learners help the others and also brings in the teacher as a facilitator which is very important in learning and teaching process. Grasha,(n.d.), a professor of psychology from the United States, who spent all his time learning about teaching styles, suggested that teachers should integrate different teaching styles in their classrooms. He noted that teachers use the same teaching styles which could not entertain every learner.
One distinction made in literature is that an adult’s readiness to learn, especially a second language is related to life’s demands. One of the biggest difficulties encountered in this area is that, it is not always easy working with individuals on their specific goals. It is more time consuming and complicated than class goals and raises questions and programs that instructors need to address. A teacher has an academic program or syllabus to follow, regulated by their school and this may be very difficult to follow learners’ specific goals. However, the curriculum in this case must be negotiated between the teacher and the students. In this way, the teacher is motivated by the learners and vice-versa, both facilitating the task of teaching and learning.
How individual goals help motivate Second Language Learners
Furthermore, according to Alegre and Moss, (1999) individual goals should grow out of the class needs assessment process. This helps in maintaining a connection between individual and class work and assists with the management and facilitation of multiple goals. For class needs assessment and goal setting, the teacher uses level appropriate tools to assist learners in:
- Identifying their long- term goals and reasons for studying English.
- Selecting topic units to be covered as a class, and
- Identifying and prioritizing language skill needs and focus.
It is very certain that from the needs and priorities identified through both activities, the teacher selects tool(s) to focus learners on an individual goal that can be accomplished during the time frame designated for goals process. Some questions to facilitate the transition from class needs assessment to individual goal articulation which may be motivating include:
- Why are you studying English?
- Which language skills did you choose in the class needs assessment (reading, writing, speaking, or listening)?
- Why is the skill important for you?
- When is that skill difficult for you? Think of a time when you could not do something in English
- What do you want to be able to do when you finish this class?
In this stage, which is so critical, the teacher guides the learners in identifying and articulating individual goal as well as developing a plan to achieve the goal.
The goal needs to be realistic, achievable and measurable within a given time frame. According to Allegre and Moss (1999), some examples of potential and realistic goals given the time frame include;
- I need to improve my writing in order to write letters to my son’s teacher.
- I need to describe symptoms to the doctor.
- I want to improve my listening so that I can understand radio and T. V. news, watch English movies and be able to discuss with my friends.
- I need to practice speaking because I have a job interview.

The above are goals of the students which already mean something positive in the learning process. The fact that they are able to identify their goals and try to associate with the teacher is motivating.
Depending on the type of goal, plan and learning style of the student, learners reflect on their progress and activities in various ways through out the goal process (Alegre and Moss, 1999). Some learners enjoy keeping a record of their goal activities, e.g. on a log or on a portfolio, and others do not like these approaches. Learners like to always benefit from periodic opportunities. From there they share their progress with each other and get feedback.
One other motivating factor is that learners reflect on the achievement of their goal and record their assessment. Learners should show evidence of progress achievement. Evidence could include new skills, documentation from outside sources (e.g. promotion, a certificate) and statements like “I spoke to my boss”, and “I had a dialogue with my teacher”. These are issues which give students confidence and they understand that there is progress. The issues are worth motivating.
However, goal process as outlined above is time consuming, although, experimentation goal work allows a learner to state a learning goal and make plans to meet the goal. The direction of the learning is conducted by the learner (Hiemstral, 1990). It also helps the learner develop planning skills and practice language skills while working on a specific individual goal.
In another area of research, instructional objectives are very important in motivating learners’ from individual short - term goal. As learned from Alegre and Moss (1999),
“ To plan, adults need to be able to set and prioritize goals, develop organized approach to activities and objectives, actively carry out the plan, monitor the plan’s progress, and evaluate its effectiveness while considering any need to, adjust the plan” EFF Standard Statement for Skill, Plan.

From the above quote it is discovered that working with learners on their individual goals does more than help them to achieve a stated goal. These skills are represented in the instructional objectives covered at Arlington Education and Employment Program,(1999)
- Understand the concept of goal setting.
- State a realistic goal for an instructional cycle.
- Identify strategies to achieve the goal.
- Create a plan to achieve the goal.
- Carry out the plan, monitor goal work and refine goals and strategies as needed.
- Evaluate and demonstrate achievement of progress toward goal.
Students or learners could be motivated with different goals in mind beginning from stage one to other stages in order to realize achievement. Teacher training is very important for this realization of goals. Even though the teacher may have individual objectives, he should be able to make them in a way that the learners should realize achievement. This is because if the learners set goals that are not realistic and achievable, they will be frustrated by the process and will not have the sense of accomplishment or progress that is a motivating factor with individual goals. Unrealistic goals, according to Arlington Program, tend to:
- Be too broad,
- have more than one goal embedded into them,
- lack focus
- Have no criteria or context and
- Needs no qualifiers
Some examples of unrealistic goals include:
- Learn English( too broad)
- Improve my pronunciation( Lacks focus, needs criteria and context)
- Practice speaking ( Lacks focus)
The Arlington Program presents models and samples. Modeling and sampling are critical in assisting learners in articulating a realistic goal and planning strategies to achieve the goal. The teacher and students can brainstorm a list of possible goals (e.g. computer literacy).So; there is the need for a particular goal achievement at a particular time.
For example:
- I need to improve my reading in order to read computer texts (students want to operate the computer, open email accounts and chat with their friends).
- I need to improve (identified skill) so I can (do something)
- I need to improve my speaking in order to ask questions in the supermarket or make a dialogue about greetings and making new friends.
Once the process has been modeled and worked through as a group, the learners write out their goals and strategies and complete the goal assessment (where I am now and where I want to be)
The teacher reviews the goals, plans (strategies) and self assessments. If the goals seem unrealistic or plans do not match the goals, the students can self or peer critique the goals plan. Some questions could include:
- can this goal really be accomplished in 12 weeks?
- will the strategies in my plan help me achieve my goal and how?

The thing that generally constitutes a realistic goal will depend on the learners’ current levels. For example, “I need to improve my writing to enter college” is unrealistic for a beginning student but may not be for an advanced student.
In this task, the teacher’s training and approach is also vital for guiding the student to achieve his or her goal.

An example of goal setting in an ESL Classroom
The following example has been taken from the work of Mary Kay Alegrey and Dona Moss (2000).It is an example of goal- setting and achievement in the ESL classroom:
The class was a beginner level of a 12 week intensive program (15 hours a week), one and a half hours per week, for students to be in the computer lab.
There were 25 students (80% with no email and internet experience) from 15 countries. The goal was for all the students who were motivated to know about computers and create emails. All of them had common interests and all were beginners. Individuals with common goals worked together in groups to come up with steps to achieve goals to monitor progress. The progress took place during 8 of the 12 weeks.
In their strategy, they used techniques familiar to the teacher and to students to set, monitor, and assess student progress which proved useful. This required: assessment, brainstorming, and written survey, information grids, group work, picture stories and log sheets.
Looking at the steps to effective goal work, most of the students came up with the issue of learning how to use email to write their families. They saw the need and thought it most important. So in step one, we realized, that they brainstormed uses of email and the internet in small groups.
Step2 – Introduced goals and concepts:
The first showed an email love affair story in picture form. Students predict, discuss and discover new vocabulary. The story was read out loud and students were given time to read the story.
- New vocabulary concepts were discussed: “achieve her goal” etc
- The students reflected on story to complete a goal sheet for the story’s protagonist, “Elena”, in small groups,
- They showed realistic and sample goals to achieve during an 8 – week period.
The students discussed the story.
E-mail about Love Affair
Elena is from Guatemala .She lived in the United States for two years. She’s a busgirl at a Chinese Restaurant. She is lonely because she doesn’t have a boyfriend. One year, she visits her country for Christmas and she meets a nice man, his name is Juan .They go to movies together, he meets her family and after two weeks they want to get married! But she has to go back to the United States.
She returns to the United States but she doesn’t forget Juan. She wants to call Juan everyday but she doesn’t have much money. The telephone is very expensive. Her friend tells her she can send him a message using email, and it’s free.
The problem is Elena doesn’t have a computer, and she doesn’t know how to send an email. She writes her goal.
Goal: I want to learn how to send an email message so that I can communicate with Juan .First; she asks her friend, “Where can I find a computer?” Her friend says “the library has computers that anyone can use”. She goes to the library. Then she goes to the librarian. “I want to send an email message to my boyfriend in Guatemala, how can I send the message?” The librarian says “first” you and your boyfriend need to set up an account with Hotmail.com or Yahoo.com.” So she sets up her account and her boyfriend sets up an account too. Next she learns how to send a message, reply to a message and receive a new message.
Now, she goes to the library every Tuesday, Friday and Sunday afternoon to write Juan a long love email. He is coming to live in the United States and they are getting married next year.
Malegre/teaching/goal/story.doc
From the above internet love story, one can understand that it is interesting and motivating to set a goal. For reasons of interest, Elena sets her goal and achieves it. Introducing these kinds of interesting stories to learners makes them motivated and knows what to learn at a particular time. The learners were able to know Elena’s goal after reading the story.

Conclusion
In learning about the role that motivation plays in second language instruction, the author can come to the conclusion that specific goals and self efficacy, teacher training, role of peer climate and best friends in learning, teacher’s gestures, culture, teacher’s understanding student’s background, introduction of technology, school setting and parents’ influence, just to mention a few, can be great factors that motivate learners desires to focus on second language instruction. Other common factors that may motivate a learner to be interested in second language learning may be the teacher’s smart dressing, inviting learners’ to coffee- break, prize- giving and going to cultural trips. Although there are other issues that may distract learners, the above factors can play an important role in second language development. Other areas that can also motivate learners of second languages include online learning and the use of multi- media. Technological influence is shaping the world of second language learning, so researchers and teachers should continue to remain current so that our classrooms should remain updated and motivated.













APPRECIATION
Much thanks to my instructors, peer group members, The Memorial University Writing Centre, my family members and friends who supported me in realizing this project.

























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