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“Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward…….intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination”.

Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998).

During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson.

1.7. Significance of the study

It is hope that the study will:

1) Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area.

2) Determine the appropriateness of using the Malay in the ESL classroom.

3) Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area.

4) Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL.

1.8. Limitation of the study

This study was undertaken with the following limitations;

1.) The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa.

2.) The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study.

3) The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study.

4) The student's level of proficiency is at the lower level and they will need help in understanding 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。