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According to D枚rnyei (1994), motivation refers to the effort and desire to acquire a language and the positive attitudes towards acquiring it. D枚rnyei (2003) also added that a motivated person is persistent as well as attentive to the task at hand, has goals, desires and ambitions, takes pleasure in the activity and feels reinforced when he or she succeed and disappointed when fail. A motivated individual is also said to produce attributions regarding their success or failure, is energized and use a systematic plan of action to help him or herself in attaining the desired goals. Gardner (1996), however, believed that instead of being only internally driven, motivation should be seen as a crossbreed concept where an external force causes an internal tribute.

The relationship between an external force and internal tribute can be seen in the self-determination theory proposed by Deci and Ryan (1985). According to them, the theory is based on three rudimentary innate needs namely the need for autonomy or self-determination, need for competence and need for relatedness. Baard, Deci and Ryan (2004) suggests that the need for autonomy basically concerns about experiencing choice while the need for competence deal with the need to do well at an optimally difficult tasks and be able to achieve the desired results. The need for relatedness is the social need which concerns about building a sense of mutual respect and relatedness with others (Baard et al., 2004).

Deci, Vallerand, Pelletier, and Ryan (1991) suggest that self-determination motivation is pertained to many educational outcomes from early school years up to college years. Cokley (2003) mentions that when this self-determination is applied to motivation in the academic sense, intrinsic and extrinsic motivations are the two primary types of motivated academic behaviour. Vallerand (1997; Vallerand et al.,1989,1992) separated the two types of motivations into a few different categories.

The intrinsic motivation consists of three-part taxonomy namely the intrinsic motivation to know, intrinsic motivation toward accomplishments, intrinsic motivation to experience stimulations. Intrinsic motivation to know refers to the motivation to do something for the affective and emotional states associated with discovering new ideas and developing knowledge while intrinsic motivation toward accomplishments relates to the feelings linked to trying to master a certain task or in achieving a goal set. Last but not least, the intrinsic motivation to experience stimulations where the motivation is basically based on the sensations stirred by executing the task. Basically, these three categories of intrinsic motivation lay on the basis of the pleasurable sensations felt while performing the task or activity (Noels et al.,2000).

The extrinsic motivation has also been divided into three categories, namely the external regulation, introjected regulation and identified regulation or identification (Vallerand, 1997; Vallerand et al.,1989,1992). External regulation refers to activities that are determined by sources which are external to the person. The second type, which is the introjected motivation, pertains to activities which are done due to some pressure that the individual has integrated into herself or himself. The third type of the extrinsic motivation posited is t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。