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demotivated in their English classrooms. Researchers maybe inquisitive about this problem because finding out the reasons of the demotivation givessupport to better understanding of motivation theories. At the same time, teachers mayintend to comprehend the possible reasons of their students’ demotivation that aims toattempt to prevent the demotivation phenomenon. Therefore, many researchers andteachers in the second language learning field has already paid their due attention todemotivation in recent years.
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2.1 Motivation
The term of motivation is applied continually in everyday. However, there are manydefinitions of motivation. Even if the professional context, it can not define motivationaccurately because it’s complex and multifaceted nature itself (Dornyei, 2001). Motivationin second language learning proposes even a more challenging issue because compared toother school subjects, learning a language motivation presents a sole situation due to itsrole and nature (Dornyei, 1994). Second language learning is a study subject in whichlearning skills such as grammar, reading, listening and writing can be learned, but at thesame time second language learning is a deep social issue which a wide expand ofelements of the second language culture are included (Dornyei, 2001). According toWilliams (1994), language is portion of one’s life and learning a language contains“changing in self-image, the acceptance of new social and cultural behaviors and ways ofbeing, and thus has a remarkable influence on the social nature of the learner”. In otherwords, motivation explains why a person begins to learn a language and later serve on thedriving force to maintain the interest in the long process of second language learning(Dornyei, 2005). In spite of the intricacy of defining motivation in second languagelearning, it has been detected to be the most mighty effect factor of all the individualdifferences in language learning (such as talent, learning style, and age) when learningresults are regarded. Moreover, all the other factors relevant in second language acquisitionseem to expect motivation to some extent (Dornyei 2005). Thus, language abilities orsuitable curricula and good teaching do not insure good learning results without motivationand, on the other hand, short of language aptitude and shortages in learning environmentcan be consisted by high motivation (Dornyei 2005). As motivation plays such asignificant role in the deciding process of second language learning, it has been a diffuselyinvestigated topic since the 1950s. The intricacy of defining motivation has, however, inthe half of century, the researchers studied about motivation centered on the followingsides: 1) the composition of motivation; 2) the classification of motivation; 3) definingmotivation from social psychological aspect; 4) applying motivation in second languagelearning.
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Chapter Three Research Methodology .... 21
3.1 Research Questions ....... 21
3.2 Participants ........ 21
3.3 Instruments ........ 21
3.3.1 Questionnaire.... 21
3.3.2 Interview..... 23
3.4 Investigation Process ..... 23
3.5 Data Collection and Analysis .... 24
Chapter Four Results and Discussion.... 25
4.1 Results and Discussions on Questionnaire ........ 25
4.1.1 Descriptive statistics of Demotivation ....... 25
4.1.2 Dominant Demotivation Factors .... 28
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