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he main broad categories are intrinsic and extrinsic motivation. Intrinsic motivation is a response to needs that exist within the learner, such as curiosity, the need to know, and feelings of competence or growth (Paul Eggen & Don Kauchak, 1994,P428). It exists when someone works because of an inner desire to accomplish a task successfully, whether it has some external value or not (Cheryl L. Spaulding, 1992, p4). In other word, students are willing to learn the knowledge that is new and interesting in the purpose of fulfilling of their curiosity, the need to know and feeling of competence and growth that cause intrinsic motivation. Their purpose of learning is also the enjoyment of the learning process not for praise or rewards. Students with intrinsic motivation orientation study English on their own initiative and tend to prefer moderately challenging tasks. This has a great value and importance in learning, for the inward interest makes them self-starting and self-perpetuating and can keep the motivational machinery going for a long time.
In contrast, extrinsic motivation is as an outward force in the form of expectation, praise and rewards powers students in English learning. It exists when individuals are motivated by an outcome that is external or functionally unrelated to the activity in which they are engaged (Cheryl L. Spaulding, 1992, P4). When students work hard to win their parents’ favor, gain teachers’ praise, or earn rewards such as pocket money, we can rightly conclude that their motivation is primarily extrinsic, their reason for work and study lie primarily outside themselves and the aim of learning is not for the knowledge itself but the outward rewards in order to gain self-esteem. And the outward praise and rewards encourage students to study more actively.
Both intrinsic and extrinsic motivations are important, inseparable and complementary to each other in English learning. Intrinsic motivation is the type of inner drive that propels students forward and onward with continuous energy fueled by its own curiosity and interest. However, in the real world not all of the students are automatically energized to perform this or that task, or to learn about this or that topic. Sometimes, a good grade, the threat of failing and praise move students from an inactive to an active state. The use of rewards as extrinsic motivators have sometimes been found to increase intrinsic motivation, especially when the rewards are contingent on the quality of the performance rather than simply on participation (Lepper 1983, P267). It is clear that extrinsic motivators are sometimes necessary either 1) to get students started in the first place, or 2) to start them down a track that they might not know exists (Don Hamachek, 1989, p267). However, overstressing the use of extrinsic motivation can stifle intrinsic motivation.

3. Personal factors in motivation
A) Motivation and arousal
Motivation can be explained as interactions among behavior, the environment, cognitions, and personal factors. And personal factors take a very important position in individual English learning. Here, let’s focus on these four personal factors: arousal, needs, beliefs, and goals.
Paul Eggen and Don Kauchak (1994) explains:
Arousal is a physical and psychological reaction to the environment, including anxiety and curiosity motivation. Anxiety is arousal to the point of general uneasiness and tension a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。