人类行为往往是精力充沛的动力和提供了一个路径的关键元素学习第二语言(2005年8月)。宽光谱理论研究上存在的各种因素影响学生学习动机水平的第二语言。清楚地理解这些因素作为变量的影响,应分析学生学习第二语言的视角以及教师的知觉在L2收购。研究对第二语言学习者的动机由加德纳和克莱门特始于1985年。根据加德纳,学生的态度向特定组的语言是影响成功的测量可以获得他们认为他们的语言(Bruthiaux 1993,1993)。然而,它是由威廉进一步认为,外国语言习得由参与简单的技能的学习也存在自我形象改变,新的社会收养和行为文化,因此是一个重要的影响学习者的社会性质。此外,研究由Dornyei et al,(2001),很明显,第二语言习得需要务实的方法在课堂上通过检查教室的现实这将帮助在识别和分析特定目标在教室里。
Human behaviour is often energized with the help of motivation and provides a path of critical elements in learning a second language (Auguest, 2005). A wide theoretical spectrum of research exists on the various factors that influences motivation levels in students learning second language. To clearly understand these factors acting as variables of influence, it is required to analyse the perspectives of students learning second language along with the perception of teachers on L2 acquisition. Research regarding motivation of second language learners began in the year 1985 by Gardner and Clement. According to Gardner, the attitude of the students towards a particular group of language is influences by the success measure they think can be gained by them over the language (Bruthiaux 1993, 99). However, it was further argued by Willams that foreign language acquisition comprises of involvement of simple skills of learning and there also exists a self-image alteration, new society adoption and new behaviours in cultures and therefore there is an important influence on learner’s nature of society. Furthermore, in the research conducted by Dornyei et al, (2001), it was evident that second language acquisition requires pragmatic approach in classrooms by examining the reality of classroom which will help in identification and analysis of particular aims in the classroom.