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本研究的目的是探讨马来西亚私立大学英语系学生的内在动机和外在动机。除此之外，这项研究也还想看看在他们将英语作为第二语言习得的过程中是否有任何显著的差异。本文研究的对象是马来西亚某私立大学的64名英语学生。所采用的研究方法是问卷调查和访谈的形式。而平均成绩表明，学生在将英语作为第二语言的习得过程中更多的是内在动机。检验表明，两个动机之间存在显著差异。相比男性参与者在外在动机上的得分较高，从本质上来说女性参与者显得更明智，然而，测试运行和测试表明，在他们具有动机将学习英语作为第二语言的时候，这其中不存在显著的性别差异。虽然计算机显示有细微的差别。在与10名参与者进行的访谈结果显示，一般情况下，受访者认为，在学习英语作为第二语言时，内在动机是重要的。然而，当被问及学习英语这门语言的原因时，他们的答案更多的是外在的原因，如获得一份好工作，以及与他人沟通等。

Exploring Extrinsic And Intrinsic Motivations Involved Education Essay

The purpose of this study is to explore the intrinsic and extrinsic motivation among English Language students in a private university in Malaysia. Apart from that, this study also seeks to see if there is any significant difference between genders in their motivation to acquire English as a second language. The subjects of this study are 64 English language students in a private university in Malaysia. The research tools used are in the form of questionnaire and interviews. The mean scores show that generally, the students are more intrinsically motivated in acquiring English as a second language. The t-test conducted shows that there is a significant difference between the two motivations. Gender wise, female participants are more intrinsically motivated compared to male participants who scored higher means in extrinsic motivation. However, t-tests were run and the tests done show that there is no significant difference between genders in their motivation to acquire English as a second language although the means computed show some slight differences. The interviews conducted with 10 participants show that generally, the respondents feel that intrinsic motivation is important in acquiring English as a second language. However, when asked about their reasons for acquiring English language, their answers are more towards extrinsic reasons like to get a good job and to communicate with others.

CHAPTER ONE

INTRODUCTION

1.1 Introduction

This chapter consists of background to the study, statement of problem, purpose of the study, research questions, scope of the study, significance of the study, theoretical framework, conceptual framework, definition of key terms, limitations and conclusion.

1.2 Background of the Study

The concept of motivation came forth around 1930 and the topic has long been discussed and studied in order to recognize the reason why people choose to do a particular action (Constanta & Madela, 2011).

For the past few decades, researchers have found how important motivation is in order to succeed in the acquisition of a second language (Gardner, 1985). In fact, researchers (Hussin, Maarof and D'Cruz, 2001; Ellis, 1985) discovered that factors such as age, aptitude, cognitive style, motivation, environmental support, involvement, goals and personality play major roles in the second language acquisition.

During the early years of psychology, motivational theories only revolve around extrinsic forms of motivation (Lepper, Sethi, Dialdin, & Drake, 1996). This can be seen in Pavl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。