浅谈学习动机对初中英语学习者的影响

浅谈学习动机对初中英语学习者的影响Ⅰ.IntroductionTheissuethatsomelearnersarebetteratlearninglanguagethanothersisattributedtomanyfactors,includingage,gender,learningenvironment,andlearners’characteristics.Thesefactorscanbecategorizedtothreeperspectives:linguistic,psychologicalandsocial.Fromthispointofview,linguisticvariablesdealwithlanguageitself;psychologicalvariablesarerelatedtolearners’differencesincludingmotivation,intelligence,aptitude,personality,cognitivestyle;socialfactorsrefertosocialandculturalinteractioninmeaningfulcommunicativecontexts.It’sconvincedthatthesevariablesresultinthedifferentdegreesoflanguageproficiencylevels.Thispaperconvergesononeofthemostimportantvariablesinsuccessfullanguagelearning—motivation.MotivationisoftenregardedasthesourceofEnglishLanguageLearning.Itaffectswhetherlearnersareinterestedinlanguagelearningornotandevenimpliesiftheywillspendalargeamountoftimeandenergyinlanguagelearning.Inviewoflearners’differentpurposesforlearningforeignlanguage,it’snecessaryforstudentstofigureouttheiraimsoflearninglanguageandit’ssignificantforteacherstofocusonthestudents’motivationsandstudyhowtoactivatethem.Thefirstsectionpresentsthediversedefinitionsofmotivationandthespecifictypesofit.Next,therelationbetweenmotivationandEnglishLanguageLearningwillbediscussed.Finally,afewimplicationsaresuggestedandsomeeffectivestrategieswillbeofferedtoactivateandcultivatemotivation.Ⅱ.TheDefinitionandClassificationofMotivation2.1ThedefinitionofmotivationMotivationisunanimouslyregardedbyresearchersandlanguageteachersasacrucialfactor.Learningisoftenconsideredaspreconditionedbymotivation.Inviewofitsabstractness,thedefinitionofitisalsodefinedvariouslybylinguists.Gardnerreportsthataretwokindsofattitudeswhichattachgreatimportancetosecondlanguageacquisition:attitudestowardstheaspirationgroup—thetargetlanguagespeakers;attitudestowardssecondlanguageuse,andbothofthemdon’tbringdirecteffects.However,themotivationthatisundertheemotion’scontrolinfluenceslearningdirectly.Therefore,inhispointofview,hepointsout‘motivationinvolvesfouraspects,agoal,effortfulbehavior,adesiretoattainthegoalandfavorableattitudestowardstheactivityinquestions’(50).Inaddition,Simonelaborates,“motivationasagoalterminatingmechanism,permittinggoalstobeprocessedserially”(29).Motivationhasagreatinfluenceondeterminingwhichgoalisactivatedandallocatingcorrespondingtimeandenergyonit.Inotherwords,Motivationelaborateswhyanindividualdeterminestodosomething,howhardheaimsforpursuingit,andhowlongheiswillingtobedevotedtoit,whichiscorrespondenttowhatRobertJ.Mckainsays—“Thereisnoachievementwithoutgoals”(2).Motivationissoessentialthatitisassumedbymosttheoriststhatmotivationisinvolvedinalllearningperformancesandresponses;thatis,learningbehaviorsoftheeducatedpopulationofEnglishLanguageTeachingwillnotoccurunlessitisenergized.2.2ThreetypesofmotivationAlthoughtherearevariousviewpointsorhypothesisaboutthedefinitionofmotivationwhichdidnotreceivetheconsensusinlargeextentandtherelationbetweenmotivationandattitudes,thereisanopinionwidelyrecognizedthatmotivationhasthreemaintypes:“integrativemotivation”,“instrumentalmotivation”and“resultantmotivationorcognitivemotivation”,firstlysuggestedbyGardnerandLambert(175).2.2.1TheintegrativemotivationTheintegrativemotivationinsecondlanguageacquisitionreferstothatlanguagelearnersareeagertomasterforeignlanguagethroughthedesiretobefamiliarwiththeculture,language,andeventhepeopleinthetargetlanguagecountryforthepurposeofintegratingmorewiththetargetlanguagesociety.Forexample,Zhang,aChinesegirlintendstobemarriedwithTomwhoisanAmerican,thussheissupposedtostudyEnglishwiththeaimofcommunicatingwiththefamiliesofherhusbandandintegrateherselfwithinherhusband’scultureandnation.Thiskindofmotivationwhichisbasedonaffectiveandemotionalfactorsissimilartofirstlanguageacquisitionbecauseoftheircommonexpectationofinteractingwiththelanguagespeechcommunity,joiningitandevenbeingacceptedasonememberofthegroup—thefunctionandpracticalaspects.2.2.2TheinstrumentalmotivationInstrumentalmotivationlearnershavethetendencytostudysecondlanguageinhopesoffulfillingsomeothergoals,suchaspassinganexam,gainingamaster’sdegreeoverseas,improvingcareerprospect,hostingaparty,chairingameeting,meetingsomeforeignfriends,etc.Forinstance,ZhanglearnsEnglishinordertopursueforpromotionandsalaryincrease.Ratherthantakinganinterestincommunicatingwithtargetlanguagegroup,learnerswithinstrumentalmotivationaremorewillingtofocusonpotentialgainsandbenefitsofmasteringofsecondlanguage,withwhichtheyareabletoachievingtheacademicorcareergoals.2.2.3TheresultantorcognitivemotivationThedichotomyofmotivationadvocatedbyGardnerandLambertplaysadominatedroleamongthestudiesabouttheclassificationofmotivation,whilealimitationstillexistsinGardnerandLambert’sinterpretation,whichisthattherelationshipbetweenmotivationandsuccessisconsideredastheunidirectionalandthusitlacksofrelativeevidencetoaccountforsuchphenomenonthatsomeyounglearners,withgreatenthusiasmandpassionforlanguagelearning,donotaccuratelyrealizewhattheirclearpurposesare.Inthatsituation,it’sapparentthatthedichotomycanhardlyprovidetheoreticalsupportsorfoundation.Infact,EnglishlanguageteachersinChinahavedifficultiesinguidingstudentstolearneffectivelybystatingtheprobablereasonsoftheirstudyingforeignlearning,especiallythepupilswhomaynotperceivepracticaladvantagesofmasteringsecondlanguageverydeeply.“Thelearners’motivationandsuccessaremutuallyaffectedeachother,whichshouldnotbeneglected”,reportedbysomestudies.Savignon(175)pointedoutthatthedesireofeducatedpopulationofEnglishLanguageTeachingisenhancedwiththeimprovementinlanguageproficiencylevel.Eveniftheintegrativeorinstrumentalmotivationisundoubtedlytheinitialoriginofacquisition,akindofmotivationlikeanenginetomaintainevenstrengthenlearningbehaviorsassuredlytakeeffects—resultantmotivationorcognitivemotivation,referringtothataslongasthelearnersindulginginlearning,theywillpossessasenseofachievementandfulfillment.Ⅲ.TheRelationbetweenMotivationandEnglishLearning3.1TheperspectivesofEnglishlearninginfluencedbymotivationInviewoftremendousimpactofmotivationonEnglishlearning,itisnecessarythattheperspectivesaffectedareexpectedtobefiguredoutasexplicitlyaspossibleforthepurposesofexploringhowtomakefulluseofthepositiveaspectsofmotivationtoactivatetheproperpotentialsinEnglishlearning.Onlywhentherelatedaspectsarerevealedevidentlycaninstructorsseizetheopportunitiestocomeupwitheffectivestrategiesandtechniquesforstimulatinglearners’stronglearningaspirationthatalsoservesasanessentialimpetusforsuccessfullanguageteaching.Asisshownbythestudies,therearemainlythreeperspectivesoflearningtakingmotivationaspowerfuldrivingforce—learningattitude,learningstrategies,andlearningspeed.3.1.1TheeffectsofmotivationuponlearningattitudeLearningattitudereferstothelearner'spersistentpositiveornegativebehavioraltendencyorinternalreactiontolearning,whichiscloselyrelatedtomotivation.Inthestudyofinvestigatingtheinfluenceofmotivationonlearningattitude,GardnerandLambertproposestoadoptthe‘attitudemotivationindex’soastomeasuretheintensityofmotivationandbasedonthestudy,itisdemonstratedthatmotivationproducessignificanteffectivenessindeedforlearningattitude.Forinstance,eventhoughtheeducatedindividualspossessthemeritsinlearningenvironmentandlearningstrategies,theyarestillpronetoholdlowefficiencyinlanguagelearningonaccountoflackingofstrongmotivationandactiveattitude;eveniftheeducatedindividualsownsdemeritsinlearningmethodsandtechniques,theyalsotendtokeephighefficiencyinlanguagelearningduetointensemotivationandpositiveattitude.3.1.2TheeffectsofmotivationuponlearningstrategiesLearningstrategiesaretheapproachesormethodsemployedbytheeducatedindividualsinlanguagelearning,particularlyinthesituationofcertainproblemsappearing,throughwhichstudentscanmakeleaningeasier,faster,moreself-directed,moreenjoyableandmoretransferredtothenewcontexts.Meanwhile,learningstrategiesarealsoboundwithmotivationonthegroundsofthereportelaboratedbyOxfordinhisresearchthatthestrengthofmotivationissoleelementgeneratingthestrongestaffectiononlearningstrategiesonthebasisoflearners’objectivesdecidingtheapplicationofsuitablestrategiestoalargedegree(153).Furthermore,Oxfordexplainsthatthesuccessfullearnersoftenhaveagoodcommandoflearningstrategiesanddowellinadoptingvarioustechniquesfrequentlytolearningprocedures(153).Duringtheprocessofsecondlanguageacquisition,theimpactofmotivationonstrategiesispredominantlyreflectedinthisway—themoremotivatedthestudentsare,themorestrategiestheyarelikelytotakeadvantagesof.Theinstructedwithintensemotivationapplymorestrategiestoforeignlanguagelearning,wheretheyadjustthepresentusefulstrategiesdevotedtothepracticesofspeaking,listeningandsomeothertheoreticalorpracticalapplicationofthelanguage.Oncetheytakemorestrategies,it’smoreconvenientforthemtodiscovermoreappropriatelearningmethods,whicharealmosttailoredfortheneedsoflearnersandthecurrentteachingandlearningsurroundings,andgainbettergradeswithoutanydoubts.Atthesametime,thebettergradesinspireandencourageharderworkingwhichleadstoselectingmoreproperstrategiesagainwhichstillresultsinmoreprogressesundoubtedly.Thewholecyclefacilitateslearners’promotionandaccelerationinsecondlanguageacquisition,whichcanbecalledthepositivebackwasheffectstemmingfromstrongmotivation,similartothefunctionofresultantorcognitivemotivation.3.1.3TheeffectsofmotivationuponlearningefficiencyTheefficiencyoflearningreferstothelearninginput-outputratio,andforinstance,twolearnersattendsametestwhichonespends20minutestocompletebutmerelygetsonehalfcorrectwhileanothertakes30minutestoaccomplishbutkeepsallanswersright.Inthiscase,providedsamelearningamounts,theformerkeepshigherlearningspeed,whereasthelatermaintainshigherlearningefficiency.Infact,theefficiencyiscloselyaffectedbymotivation,whichisconsideredthatitisreasonabletooccurtothepositivecorrelationwitheachother—thestrongerthemotivationis,themorepositivetheefficiencyoflearningwillbe.Therealityseemsmuchmorecomplexthanwhatisanticipated—therelationpresentsintheformofcurveunderthreevariouscircumstances.Firstly,fortheeasiertasks,learningefficiencywillincreasewiththeincreaseofmotivation;secondly,forthemoredifficultactivities,learningefficiencywilldescendwiththeenhancementofmotivation;finally,incertainextent,learningefficiencybenefitsfromtheascendingofmotivation,especiallyforthetaskswhoselevelisnottoofarawayfromthelanguageproficiencylevelofstudents,anditiscalled‘R.M.Yerkes-J.K.KodsonLaw’whichisdiscoveredthroughexperimentproceededin1908.Thelaw,whichcanbeappliedtoawiderangeoftaskscenarios,leavessuchanimplicationthatmoderatelevelofarousal—moderatelevelofmotivationeasilygivesrisetostudents’bestperformances.Forexample,atthemomentthatlearnerattendsanexamthroughwhichateacherwouldliketounderstandhiscurrentlearningleveltocontrivethepersonalsolutionprojectforhimandduringwhichdifferentstudentswithdifferentlevelofarousalorlevelofmotivationbehavesdifferently:somewithmuchlowerlevelofarousalgetwearyandhavedifficultiesingaininggoodgrades;otherswithmuchhigherlevelofarousalgetstuckinanxiousstatehaveobstaclesinperformingatnormallevelwithintherangeofcompetence.Aboveall,itprovesthatfordifferenttasks,thecorrespondinglevelofmotivationneedtobeexpectedwhilewhatiscommonlyacceptedisthatmoderatelevelofmotivationcanbemostapplicableandpracticaltofosterthedevelopmentoflearningandevensecondlanguageacquisition.3.2Theinfluenceofmotivation’sfactorsuponEnglishlearning3.2.1TheeffectsofattentiononEnglishlearningAttentionasoneofthemostsignificantvariablesofmotivationiscloselyrelatedtolanguagelearning,asissuggestedbyMcLaughlin,Rossman,McLeodandScovel.Scoveleverproposesamodelofsecondlanguageacquisition,whichcontainstwelveinteractivevariablesandfactorsamongthattheattentionoccupiesthecentralstatusasitiseasythatattentioncanbeinfluencedbyanyotherelementswhileattentionalsoexertsgreataffectiononeachfactor.Inaddition,Schmidtrefersthatthepresentattentionisofimportanceforlanguagelearningandalsoinfluenceswhatthelearnershaveintentiontolearnandwhatspecificcontentscanbeabsorbed.Theallocationofattentionmaybeautonomousandonlyautonomousattentionhascertainconnectionwithmotivation.Underothercircumstances,theallocationofattentionmaynotbetotallyautonomous,whichisinclinedtobeaffectedbypreviousgrades,theintricacyoflanguageandconcretetasks,etc.Moreover,itsallocationissupposedtobeoccasionalasifwhathappensatthedefinitemoment,whichwillnotchangeaccordingtotheexpectations.Despitetheextrafactors’mixingintheinteractionbetweenattentionandmotivation,Kahnemanstressesoutnottorelatemotivationtospecificelementconsciouslysuchasinterest,expectation,andgoal,whilemotivationisstillthedeterminableelementforthecenterofattentioninvestedinlearning.Theabovephenomenonofferstheelaborationthatwhylessonplanstakevarietyasoneoftheprinciplesisinordertoattractlearners’attentionandpreventtheattentionfromwanderingaway.Especially,EnglishisnotthenativelanguageforChinesestudents,andtherelativelycomplexvocabularyandgrammarstructureeasilygeneratethefearofdifficulties.Therefore,Englishlessonplanningoftenisinjectedintomorediversitytomaintainattentionasmuchaspossible.3.2.2Theeffectsofself-perceptiononEnglishlearningTheself-perceptionoflearnersmakesgreatinfluenceinthemotivation,andespecially,mostofthelearnerswilltakeimminentactionsaccordingtotheself-evaluationofpreviousexperience—successfulorfailing,whichistheevidenceforself-reflection.Itisabletobeillustratedbytwosides:forthesuccess,theself-perceptionassiststhemtorealizetheirownabilities,whichwillurgethemtostrivetogoforwardtowardsthedestinationwithoutdoubtsbecauseofthebelief-stickingiswinning;forthefailing,self-perceptionmakesthemeitherfigureoutthedemeritsremainingtoberemediedormostlygetinvolvedindesperationandsenseofinferiorityresultinginconfidencelosingandspiritlowingallthetime,whichwillknockdownthepositivementalstateandpossessasenseofincapabilityforthesurroundings.Thebehaviorthatthelatterperformisconsideredas‘incapabilityforlearning’or‘withoutspecificaims’,etc.Inmostsituations,thelowerlevellanguagelearnerscontributethefailuretotheirlimitedabilitiesnottheoutsiderfactorsincludingthetextbooks,theresources,orthelanguageteachingitself.Itisthekindofnegativeself-perceptionandself-evaluationthathinderthecorrectself-cognitionandbuildingconfidence,thusleavinganstereotypicalimpressionofnotqualifiedthetasksoraslightofopportunitytoachievelanguagelearninggoals.Thepassivethoughts,belongingtonegativeself-perception,causethelessmotivationtobeengagedinlanguagelearningactivitiesandthemorenegativeimpactonlearningbehaviors.Furthermore,thephenomenonofnegativeinfluencefromincorrectself-perceptionismoreovertinthecompetitivelanguagelearningworkwheretheymeetwithmorecompetentlearnersthanthemselvesandthenarementallyunwillingtoparticipateinsuchworkoutofavoidanceofharmingself-esteem.ThisisthereasonwhyEnglishlanguageteachinghighlypromotespairworkorgroupworkactivitieswherestudentscannotonlyplaythesuitablerolesorbeassignedtheappropriateworkaccordingtothepersonalstrengthssothatseektheself-valuesduringtheprocessbutalsobeawareofthesignificanceofcooperation,holdasenseofbelongingorbeinspiredbythesparklingpointsofothers.Inaword,thecooperativeworkratherthanthecompetitiveworkleadsstudenttobuildpositiveself-perceptionandmotivationinlanguagelearning.Ⅳ.TheImplicationofMotivationinEnglishLearningandtheStrategiesforStimulatingMotivationofEnglishLearnersMotivationplaysanimportantroleinEnglishlearning,soitcanbringoutunexpectedeffectsiflearnerscantrytheirbesttomakefulluseofitinlearningprocess.ThereisaneedthatstimulatingmotivationtolearnEnglishforcleargoals—beingeagertomasterEnglishtointegrateintotargetlanguagecountryorjustpursuingthesenseofachievementineveryaspectoflearning.Improvinglearners’motivationisaneffectivewaytoenhancethecognitionandaccumulationofEnglish,whichimplicatesthenecessityofcarryingoutwaysofactivatingmotivation.Thepaperwillfocusonthreekindsofimplicationintermsofthreetypesofmotivationwhichhavebeenmentionedbefore—instrumentalmotivation,integrativemotivation,andresultantmotivation.4.1TheimplicationofmotivationinEnglishLearning4.1.1Theimplicationofintegrativemotivation—introducingmoreaboutEnglishcultureItisreferredthatthelearnerswithintegrativemotivationhaveatendencytocomprehendtargetlanguageculture,whichrequiresvariousactivitiesarrangement.Nevertheless,nowadays,itisacommonphenomenonthatjuniorhighschoollearnersoftencomplainaboutthecomplexitiesoflearningalargeamountofEnglishvocabularyandgrammar,whichgettheminvolvedinagonyandpressure.Asaconsequence,suchatediousteachingmethodologyisstuckinleasteffectivestate—oppositetheinitiallanguageteachingaims,attributingtotherealitythatthemoremonotonoustheEnglishlanguageteachingis,thelessmotivatedthelearnerswillfeel.Particularly,thestudentswithintegrativemotivationdonothavetheopportunitiestosatisfythedesiresofknowmoreaboutEnglishlanguagespeakers,culture,andsociety.Overall,actually,EnglishvocabularyandgrammarareboneofEnglishlanguageitselfwhiletheconcreteapplicationincommunicativemeaningfulcontextisthefleshandblood,whichimplicatesteacherstonotmerelyfocusonaccurateoutputwithvocabularyandgrammar,butfacilitatetheabilitiestoappreciateEnglishculture,socialconventionsandcustoms;familiarizereligiousbelief;broadeninternationalperspectiveandmanyotheraspectsthatonecannotignoreinordertolearnlanguageeffectivelyandinterestingly.ItisintroducingmoreaboutlanguageculturethatisproperwaytomakeEnglishteachingvividandpreventfrommonotonousness.SuccessfulEnglishteacherdowellinmerginglanguageteachinganddevelopingculturalawareness—theabilitytonoticeandrespecttheculturaldifferences,fromwhichthejuniorhighschoollearnersbenefitalotandgaintheinterestinlearningEnglish.Forinstance,ifanEnglishteacherwouldliketopresentthenewlessonaboutfood,insteadofthetraditionalteachingmethodthroughwhichateachertendstoadoptjugandmugmethod—jugthewordsandsentencepatternstostudents,theemptymugs,itwillbemoreadvisableforteacherstoarrangethepreviewwork—surfingtheinternetandresearchrelativeinformationaboutEnglishfoodculture;choosingonekindofthem;designingaposterwithpicturesordrawingsinit;finallyfinishingitwithingroupsoffourfortheintroductionbeforenewlesson.Thenstudentswillbeattractedbythistaskwiththeactiveguidancefromteachersandalsomeetstudents’needstoknowmoreabouttargetlanguage.ItequipsthestudentswithrelevanttargetlanguageculturalknowledgewhichseversasagoodpreparationforlearnersdriventolearnEnglishoutofintegrativepurposes.ThereisnodoubtthatengaginginEnglishlanguageteachingwithintroducingEnglishlanguageculturetomotivatestudentsintegrativemotivationisagoodselectiontosatisfytheirdesiretoknowmoreaboutEnglishlanguagespeakers,theculture,andthesociety.4.1.2Theimplicationofinstrumentalmotivation—settingupcleargoalsAsisshown,instrumentalmotivationreferstohavingsomeotherpurposestolearnlanguage,whichstatesthatsettingupclearobjectivesisthesensiblewaytoactivateinstrumentalmotivation.WhatteachersareexpectedtodoistoguidelearnerstosetthetargetsonaccountofneedsanalysisthroughwhichteachersareabletohaveadeepinsightintothenotionsandfunctionsthatstudentswouldliketoexpressinEnglish.Itisessentialforteacherstoinvestigatelearners’aimsbeforethebeginningofEnglishlanguageteachingprogramsoastogiveassistancesincontrivingboththelong-termplansandshort-termplansforthefollowingEnglishlearning.EncouraginglearnerstoassociateEnglishlearningwithpersonaltargetsisendowinglucidsenseofdirectionandrelevantmotivation.Thenalistofindividualsuccessplancanbeprovidedtohelplearnersmakefullsenseoftheirexpectations,whichusesJ.S.Niederhauser’sandCrystalKuykendall’sviewsasreference.IndividualsuccessplanWhatdoIwanttobe?WhatknowledgeandabilitiesshallIgraspinordertoachievemydream?Whatobstaclesmayhindermywaytopursueit?WhatstepscanItaketoovercomethepotentialandpresentdifficulties?HowcanItakeadvantageofEnglishlearningtomakemygoalscometrue?HowcanmyEnglishteacherhelpmewithEnglishlearning?WhichaspectofEnglishshallIremaintobeimproved?WhichlearninglevelshallIneedtoreachinthecomingsemester?Basedonthispersonalplan,teacherscanorganizeaclassmeetingtakingtheindividualgoalsinEnglishlearningasthemaintheme,whichisagoodchancetotactfullyconnectEnglishlearningtosuccessplanofeachstudent.Bythisway,thelearners’instrumentalmotivationcanbeexplicitlypresentedandpromotestheimpetustoimprovelanguageproficiencylevelfortheirtargets.Inaddition,itissuggestedthatthemorespecificthegoalsare,thegreaterthemotivationwillbe.4.1.3Theimplicationofresultantmotivation—givingasenseofachievementItismentionedthatoncethelearnerswithresultantmotivationreceivepraise,theyarepronetobemorediligentthanbefore,becausetheyenjoythesenseofachievementandsatisfaction.TheeagernessofthesenseofachievementpushesthestudentstokeeppatienceandperseveranceforovercomingEnglishlanguagelearningproblems.Theintensepowerofresultantmotivationinlanguagelearningindicatesthatitshouldnotbeneglectedbutbetakenfulladvantageofbyteacherstoimpelstudents.Forasituationthattheteachercommitsherselftomotivatestudentstodevotetocontinuouswritingpractice;organizingawritingmeeting,;displayingworksintheexhibition;establishaclassnewsletterpress,anyofwhichisagoodwaytogiveasenseofachievement.Morespecifically,creatingaportfolioinwhichtheindividualstudentisinspiredtostoreupthedrawings,pictures,calligraphywork,andself-evaluationsheetsoveraperiodoftimeandmanyotherformsoflearningoutcomesisadecenttasktoencouragelearners.Itistheportfoliothatrecordsstudents’progressingprocessinEnglishlanguagelearningandatthemomentstudentsappreciatetheirownportfolios,theprofoundsenseofpridearisesspontaneouslyfortheconstanteffortsdevotedinlanguagelearningandfeedbacksaboutperformancesandachievementinEnglishteachingclassreflectedbyself-evaluationforms.Naturally,successiveaccomplishmentsandbreakthroughsonthepathoflearningEnglish,asapowerfulengine,drivelearnerstoendeavorincessantlytowardstheperfectstateevenifitisinevitablethatanumberofobstaclesandbarriersareontheway.Thelesseasilylearnersattainatthecertainlevelofproficiency,themoreintenselytheyarepleasedwiththesignificantachievement.Asismentioned,iftakingintegrativeandinstrumentalmotivationasoriginofinitialcatalystforEnglishlearningbehaviors,theresultantmotivationissupposedtobedeemedasfuelsthatstudentsutilizetospeeduporperfectEnglishlanguagelearningperformancesbypassionateparticipationinsuccess-orientedpracticesinarelaxedandsupportiveatmosphere.4.2ThestrategiesforstimulatingmotivationofEnglishlearnersMotivation,withoutdoubts,isaneffectivemomentumandimpetusforEnglishlearning,henceavitalelementneededtobeponderedinEnglishlanguageteaching.Firstly,motivationplaysanimportantroleinenhancinglearningasaresultofstudentswithhighmotivationlevelgenerallyhavinghighachievementlevel.Secondly,motivationiscrucialforlong-termmeaningfulcognitivelearningincludingEnglishlanguagelearning.Thirdly,thereisadialecticalrelationshipbetweenmotivationandlearning,inotherwords,motivationfortifieslearninginthemannerofincreasingbehavior,whileknowledgegainedcanenhancelearningmotivationinturn.ThereisatruecaseoccurringtoanEnglishteacherwhohassteppedintoteachingcareerforashorttime.Theteacherwithgreatambitionattheverybeginningencounterstoomuchproblems—students’mindsnotconvergingonEnglishclasssuchaswhisperingtoeachother,lookingatnovels,doinghomeworkofothersubjectsandotherthingsnotrela