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available. For example, finds that foreign language high school students who are interested in continuing their study beyond the college entrance requirement are positively and intrinsically motivated to succeed. In contrast, those who are only to fulfill entrance requirements exhibit low motivation and weaker performance.
It is important to distinguish the intrinsic-extrinsic construct from integrative-instrumental motivation. While many instances of intrinsic motivation may indeed turn out to be integrative, some may not. For example, one could, for highly developed intrinsic purposes, wish to learn a second language in order to advance in a career or to succeed in an academic program(instrumental). Likewise, one could develop a positive affect toward the speakers of a second language for extrinsic reasons: parental reinforcement, teacher’s encouragement, etc.

Part Ⅲ. Factors Related to Motivation in Second Language Learning 第二语言学习动机的相关因素

3.1 Goals and Motivation
Goal-directed theories identify a goal as the main instigator and director of motivation. Goals related to students’ motivation are distinguished between performance goals and learning goals. A performance goal is the aim of students whose prime concern is to gain positive recognition from others and avoid negative judgments. A learning goal is the aim of students whose prime concern is to increase knowledge, skill or understanding. We should put simply, with performance goals; an individual aims to look smart, whereas with learning goals the individual aims at becoming smarter.
People should choose the goals that reflect both their beliefs about intelligence and ability, and their typical behavior patterns in achievement situations. Those with performance goals view intelligence as something fised and unchangeable. Students who lack confidence in their abilities will tend to avoid challenge and to display helplessness. They act as if there is nothing they can do to improve their performance. Those with high confidence in their abilities will account for success in terms of fixed intelligence. In contrast of this, those who pursue learning goals display master-oriented pattern of motivation. They believe that intelligence or ability is adjustable and effort is worthwhile. Therefore, they tend to seek challenging tasks and to demonstrate persistence in those tasks. Locke and Latham (1990) develop the goal-setting theory. They maintain that goals which are both defined and difficult lead to higher performance than goals that are vague and easy to achieve. The intensity and commitment of the goals will determine the amount of effort expended and encourage persistence and strategic actions towards goal achievement.
3.2 Needs and Motivation
Motivation is a matter of need fulfillment. What students need and want during their language learning process and determine which needs students have met or not in order to well motivate them.
3.2.1 Maslow’s Hierarchy of Needs
Maslow (1970) has set up a hierarchy of five levels of basic needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied or the third until the second has been satisfied, and so on. Maslow’s basic needs are: physiological needs, safety and security, belongingness and love, esteem and self-actualization. The first four needs are called deficienc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。