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utsider. As extrinsic motivation comes from the desire to get a reward or avoid punishment, the focus on something external to the learning experience is its own reward: intrinsic motivation is in evidence whenever students’ natural curiosity and interest energize their learning. Research also indicates that while extrinsic motivation can also be beneficial, learning is most favorably influenced by intrinsic orientations, especially for long-term retention. With regard to the relative importance of intrinsic and extrinsic motivation to learn a foreign language, it is likely that most teachers would agree that both have a part to play.
Generally speaking, the role of extrinsic learning motivation is weaker and more momentary, while intrinsic learning motivation can permanently promote learning vigorously. A Dickinsion (1987) claim that only does success enhance motivation in children who focus on learning goals, that is, who are intrinsically motivated. Maslow (1970) claims that intrinsic motivation is clearly superior to extrinsic motivation. Koestner and McClelland (1980) conclude that intrinsic motivation will be the greatest under conditions that foster feelings of challenge, and competence, when someone is told he/she has done a task very well, his/her intrinsic motivation is likely to increase. By contrast, we stress the importance of intrinsic motivation, but this doesn’t mean we can deny extrinsic motivation. When students do not have intrinsic motivation, the teacher will have to foster extrinsic motivation by providing them with external rewards. External reinforcements in the form of rewards or praise are often considered to be excellent ways of motivating underachieving or reluctant learners. After students have been motivated by these external rewards, the teacher should foster students’ interest and enthusiasm on purpose so as to arouse their intrinsic motivation. After students have got strong and lasting intrinsic motivation, the teachers need to take effective measures to sustain their intrinsic motivation.
As a whole, student’s aim of foreign languages is not foreign languages themselves, but they can gain benefits after foreign language learning, such as through examination they can graduate, gain CET-4, CET-6 and improve employment opportunity, etc.
D. Self-esteem
Dr Stanley Cooper smith (1967) defined self-esteem as: “...a person’s judgment of worthiness that is expressed in attitudes that the individual holds towards himself, and indicates the extent to which the individual believes in himself to be capable, significant and worthy”. It is a basic requirement for successful cognitive and affective activity. Self-esteem is probably the most pervasive aspect of any human behavior, and personality development universally involves the growth of a person’s concept of self, and acceptance of self as well as reflection of self-seen in the interaction between self and others. Many researches found claim that no successful learning activity can be carried out without some degree of self-esteem, self-confidence. Learner’s self-esteem can be an important aspect in understanding how they deal with language learning task. However, many learners are caught in a vicious cycle. They doubt that they can perform well in a certain activity so that they avoid it. Because they avoid it, they are reluctant to practice in the activity and do not respond actively. In this case, it is the teacher’s responsibility to exert con