Motivation And Motivation For Second Language Learning

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Motivation occurs in classroom settings but it can occur outside the classroom such as in the community where the learner is living. If a learner observed others speaking the language proficiently around them, then the language learner will be motivated to learn the second language and communicate it proficiently. According to Lightbrown and Spada (2013) defines motivation in second language learning as a “complex phenomenon” and contains two factors: learners’ communicative needs, and their attitudes towards the second language community (p.87). Over the years of research in motivation, there are two types of motivation that have been developed by observing second language learners. Lightbrown and Spada (2013) discussed the two types of motivation which are: instrumental motivation (learn language for immediate or practical goals), and integrative motivation (learn language for personal growth and cultural enrichment through interaction with speakers of other languages) (Lightbrown & Spada, 2013). Instrumental and integrative motivation can be a key role in motivation in second language learning. The three motivational studies gives the reason why the instrumental and integrative leads to a success rate in learning a second language. According to Dörnyei and Ushioda (2009) there has been a problem with language learning motivation in the Japanese context and the educational system resulted in Japanese learners with weak English communication (Dörnyei & Ushioda, 2009). The
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