Past Studies On Motivation and Second Language Learning: Findings

1) The document examines student motivation for learning a second language through several studies. 2) Past research found correlations between student achievement and motivation, with motivation having a stronger link than other factors like a desire to integrate into the language culture. 3) Studies of Japanese and Jordanian students found that higher scores were associated with more communication outside of class, and positive attitudes toward the language though not linked to achievement levels. 4) The findings showed differences in intrinsic versus extrinsic motivation between students of different programs, with English literature students being more intrinsically motivated than others who tended toward extrinsic motivation.

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Past Studies On Motivation and Second Language Learning: Findings

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Saff Saffri

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MOTIVATION IN LEARNING SECOND LANGUAGE

Introduction Many people know motivation as the driving force behind an action. This is probably the simplest explanation about motivation. Motivation can be considered the state of having encouragement to do something especially for students. Student motivation refers to a student's interest, desire, compulsion, and need to participate in and be successful in the learning process. It is generally accepted that student motivation plays a key role in academic learning. Highly motivated students actively engage more in the learning process than less motivated students. Motivated students have a positive impact on learning. They take advantage of a given opportunity and show intense effort and concentration in the implementation of learning process. Also, they reveal positive emotions such as excitement, enthusiasm, interest, and optimism during learning. On the other side, the less motivated were found to be less interested in participating in the learning process. Most of them were physically present in the class room but were mentally absent. They often failed to actively engage themselves in the learning tasks. Such students were more likely to stop learning. Less motivated students should be guided so as to develop a favourable attitude towards the learning process. Purposes of study To measure students motivation in second language learning. To evaluate whether those students are integrative and instrumental to second language learning motivation. To evaluate whether students are intrinsic or extrinsic in motivating their second language learning.
FINDINGS: 1) More Guidance and Counselling students are not feel terrible and lonely when all friends speak English, it is because they are highly motivated and do not feel burden by learning English. But,even some of Teasl students do feel bad when their friends speak English, its because the pressure as future English language teacher and those students seem to be instrumental orientation motivated to stayed as Teasl students. 2) Its shown that , male has positive attitudes towards learning English than female because they make themselves not stress with the language but female that always wanted to succes make this language became hard subject for them. 3) There are one student from Islamic Education program that feels not importance to mastering English in her future career. It happens because she is not either intrinsic or even extrinsic motivated when learning English. However this students 4) From the research done, even more Teasl students agree to do a presentation in their own mother tongue rather than university language requirement which is English. Nevertheless, there is no Guide students thought that it would be better if they present in their own mother tongue such as Malay language. Najwatul Jalylah Bt Mohd Jamhari (0917518) Miss Tasnee Doloh (0629472) Siti Nur Atikah Kamar Ruddin (0911200)
Past studies on motivation and second language learning
Gardner describes the three key essential in learning motivation which are the

attitudes toward learning language, the desire to learn language and the effort or the emotional intensity to learn language. According to Garder, highly motivated individual will keen to learn second language as well as enjoys learning the language and also strives to learn the language. Research done by Masgoret & Gardner in finding the correlation between students achievement and students motivation has shown that: The Correlation between students achievement and motivation is uniformly higher than the correlation between students achievement and intergrativeness. Research done by Yashima, Zenuk Nishide and shimizu on Japanese adolescents learners have shown that: Those who have higher scores are those who tend to communicate more and asking many questions outside class. Also those who dare to speak English voluntarily and involve in any activities that can improve their English effectively. Research done by Zuhoul & Taminian on Jordanian students at Yamouk University have shown that: Students who have positive attitude toward learning English but there is not correlation between the level of motivation with the level of their achievement.

Conclusion Most of students realize that English is important to them. But, the motivating reason for learning English is different by person. For INSTED students, they are more enjoying learning English than non-INSTEDian students. They give more anticipation in class. After do the evaluation, INSTED students are categories under intrinsic motivation. Its because they are more eager to use English in their life not because any particular purpose. Whereas, others students such as engineering, economics, human sciences and many more seem some of them are intrinsic motivated but not all. Most of them are extrinsic motivated and instrumental orientation motivation. Thus, like INSTED students those maybe not enjoy learn the subject, its affect by the pressure to enter the native culture. It makes even the purpose is integrative orientation, there are some that might extrinsically motivated not intrinsic by their own interest and satisfaction.