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Chapter Two Literature Review

2.1 Definition of Motivation
Motivation comes from the Latin word mover "to move" and refers to a desire that causes aperson to take action. Motivation is commonly considered as one of the most important factors inaffective domain. It is actually a cluster of factors that "energize behavior and give it direction"(Hilagard, Atkinson& Atkinson, 1979). Motivation of learning a L2 presents a complex andunique situation due to the multifaceted nature and roles of language (Gardner 1985). Manylanguage scholars with different opinions have done their best in the research of motivation, andthey have their own explanations on motivation from different perspectives being established.Their attitude is that motivation is strongly related to achievement. Brown (1980:112) has statedthat motivation is probably the most often used catch-all term for explaining the success orfailure of virtually any complex task. Among all the factors, such as language aptitude,personality traits, motivation, language anxiety which can effectively influence L2 learning,motivation is one of the most important factors that determine whether second languageacquisition(SLA) is a success or not. Gardner (1972) suggests that motivation is a central factoralong with language aptitude in determining success in learning another language. Motivationdetermines the effort to learn a new language and the extent of personal involvement in learningthe new language.
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2.2 Classification of motivation
The motivation, in SLA, has been divided into four main classifications: instrumentalmotivation, integrative motivation, intrinsic motivation and extrinsic motivation. The followingdescription will clearly introduce four types. Gardner and Lambert, who were well known in motivation study, did a basic differencebetween integrative motivation and instrumental motivation to L2 learning. Gardner definedintegrative motivation as "motivation to learn a second language because of positive feelingstowards the community that speaks that language" (Gardner, 1985:82). That's to say thatintegrative motivation refers to learners' interests to obtain the target language positively forintegrating themselves into the target language society and becoming a part of that group. Theyhave positive attitudes towards that society in order to interact with the community members. Itmay be the largest satisfaction for learners to know their customs well, cultures, traditions,behaviors and their models of speech in learning L2. Instrumental motivation is defined as thedesire to acquire one language for attaining instrumental goals, suiting to practical advantage ofL2 proficiency, such as obtaining the school graduations, passing exams, getting a good job, orhaving a pretty salary, reading advanced material or achieving the higher social status. Gardnercited one saying:" I learned Latin at school because a classical language was then an entryrequirement for university and for no other reasons" (Gardner, 1980:30)." Here, this surveyfound that L2 is one way to live, work or study in the target language society wonderfoUy.
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Chapter Three Research Methodology..........16
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