The Study of Learner’s Motivation and its
Influence upon Learners
Abstract: The need for promotion of effective language learning is heightened by the increasing interest in motivation to learn English.. The foreign language learning motivation can be divided into integrative motivation and instrumental motivation. It can also be divided into extrinsic motivation and intrinsic motivation. English learning motivation of Chinese students includes four types, which are synthetic type, personal perspective type, obligation-performing type and indistinct type. The good atmosphere in the classroom and the sense of achievement are favorable factors, whereas the anxieties in the learning process, incorrect competition mentality etc. are unfavorable factors. In order to initiate and sustain the students’ English learning motivation, teachers and students need to work together. Teachers need to foster the students’ interest consciously, giving them appropriate comments, adopting diversified methods to evaluate the students’ performances. Students need to be self-conscious and confident, establishing long-term goals and short-term goals, eliminating
unfavorable factors in the English learning process, studying conscientiously and adopting scientific studying methods.
Key words: students; English learning; motivation; initiation; sustaining
I. Introduction
In my opinion we have neglected “motivation” from our understanding when designing instructions. Many teachers believe that they will manage to create a classroom environment that will be conducive to learning by sticking to the language materials and trying to discipline their refractory students. Nevertheless, these teachers seem to lose sight of the fact that, unless they accept their students’ personalities and interests, they will fail to motivate them. In this paper, we will briefly examine a variety of techniques, strategies and macro-strategies which teachers can employ in order to motivate their students. Even though there have been a lot of education-oriented publications providing taxonomies of classroom-specific motives, they fall short of offering an efficient guide to practitioners. Thus, our main goal is to families any putative “practitioners” with a set of tec
hniques and strategies. I think education must explain how creative energy and ability have constantly improved the level and quality of human life. My opinions are the following.
II. The understanding of the term of motivation
A． The definition of motivation
Motivation is the impetus to create and sustain intentions and goal seeking acts. Motivation is critical as it determines the extent of the learner’s active involvement and attitude toward learning. In other word, it is an inner drive, impulse, emotion, or desire that moves one to a particular action. More specially, humans universally have needs or drive which is more or less innate, yet their intensity is environmentally conditioned. It is extremely important to understand the nature of student motivation because research shows that motivation plays a major part in students’ choices of language learning strategies and the proficiency levels they achieve. However, language instructors often are not aware of the specific motivations of their students. The work is based on the extensive research of the role of attitudes and motivation in language acquisition by Gardner and Lambert (1972), and others.
B．Two Types of motivation
Motivation is instrumental when we desire to obtain something practical from studying a second language. It is typical of second language acquisition where little or no social integration of the learner into a community using the target language takes place, such as in a foreign language classroom. The learner’s purpose in language acquisition is more practical, such as meeting a requirement for school or university graduation, applying for a job, reaching technical material.
Motivation is integral when the learner’s positive attitudes towards the target language group. It comes into play when one desires to become a part of a community that uses the target language in social situations. Integrative motivation has been found to sustain long-term success when learning a second language.
C. The distinction between them
reactions to the online manageThere is fine line to differentiate integrative and instrumental motivation.  In the former, the l
earner wishes to learn a language in order to integrate into the culture and society of the language group, whereas in the latter learning of a language is motivated by the desire to achieve instrumental goals, such as academic achievement, and or professional and economic advancement.
III. Learner’s Attitude and Motivation
The curiosity within the learners leads to motivation. Ideally, all learners are curious to explore the world, so they are likely to find the learning experience per se intrinsically pleasant. In reality, however, this “curiosity” is vitiated by such inexorable factors as compulsory school attendance, curriculum content, and grades-most importantly, the premium placed on them.

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