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al and integrative motivation. In the Libyan context, instrumental motivation is more practical than integrative motivation, ( )teaching and learning for exams have dominated in a foreign language in Libya” however, it is argued in the western context that extrinsic motivation does not frequently stimulate true learning.

 

Also, Gardner (1985) states that external reward or demand may not motivate learning. He adds that“numerous of attributes of the human being, such as, desire to please a parent or a teacher , compulsiveness ,a high need to attain, may create effort as would social pressures, such as, the promise of a new bicycle, a demanding teaching or impending examinations,. no one of these, nonetheless, essentially signify motivation to learn the second language”.

 

Nonetheless, this is not always true in Libya. In Libyan education, English is compulsory. The majority of Libyan Learners do not select to learn English; consequently, a lot of them in the first place lack( or lost) the internal drive for learning English and they have to depend on forces of external driving. Because English is compulsory, students see it as a means for maximum(upward )social mobility. Moreover, the Libyan people think that everything almost can be attained through hard work and efforts even if they take no personal interest in it. So, it is not unusual( uncommon) that Libyan EFL students learn English to obtain further education, to be prepared for job markets in the future and to pass exams, all of these are external factors which aligned with several communally(collectively )social expectations.

 

From a western perspective, Johnson & Krug(1980) believe integrative motive be more important than (outweighs) instrumental motive in the learning process, since( because) once the external factors stop(cease) to function, the student cannot stay ( remain)motivated. Nevertheless, it is not essentially the case with cross-cultural situations( circumstances). Johnson & Krug(1980)add that the external driving forces, particularly those nurtured and supported by the testing system and curriculum in formal education, never stop(cease) to motivate the Libyan EFL students.

 

Most studies examined the motivation type in the Libyan context, and found that instrumental orientation is very common (popular) among the Libyan EFL students. According to the study which did by ( ) in an intensive ESL program in the UK (Manchester university), he investigated that many Libyan students are motivated instrumentally rather than interactively, and they study English so as to (in order to) “obtain several assessable (measurable) extrinsic value of the learning consequences( outcomes)” (p.145)” (Zhao & Campbell, 1995, p. 384). And it is the learning environment explained (described ) above that has determined this.

 

Gao et al. (2004) did (carried out) another research study on the motivation types amongst 3000 p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。