INTRODUCTION We live in a modern world that requires a good knowledge of English language.

Today it is impossible to imagine a job that is not associated with a good command of English language and a good command of computers. Since people are, in a way, forced to learn the second language, linguists and foreign language teacher have been endeavoring to create a good teaching method that would induce the fastest and the easiest foreign language acquisition. (Pilipovic, 2010.) The first languages that people used to learn as foreign languages were Latin and Greek. Ever since then, there have been a number of approaches, methods and techniques. All of them have had their own way of what is the best way to teach foreign language. The thing that they all have in common is something that is very well known to all of us: when it comes to second language learning, there are a number of factors that influence this process. Experienced teachers know that the effects of teaching are closely tied to a great number of relevant factors. Apart from syllabus design, learning environment or methods and techniques employed in teaching, the success in foreign language acquisition is greatly influenced by the learners personality, age, and their strategies and styles of learning. (Pilipovi , 2010.) When it comes to personality factors, and one of the personality factors will be examined in this seminar paper, there is no doubt about the importance of it in building a theory of second language. (Brown, 2000). Language learning is strongly associated with the set of different emotions- positive and negative, and learners attitudes strongly influence success in language learning. (Pilipovic, 2010). But, the role of it was not taken into the account until the Humanistic Approach to language learning.1 Personality factors covey self-esteem, inhibition, anxiety, risk taking, extroversion, introversion and motivation. In this seminar paper, I will try to examine the importance of motivation in second language learning. Motivation, simply defined, is an affective factor that supports and gives persistence to the learners striving for goal (Pilipovic, 2010). It is very widely used general term which explains the success or failure of almost any complex task. (Brown, 2000). In order to activate certain cognitive process, knowledge, ability, skill, or habit, we have to link it to motives. (Djuric, 2008)

Humanistic approach considers the class atmosphere to be the most important thing, even more important then materials and methods. It suggests peer support, self respect, and respect for others. (Pilipovi , 2010.)

When it comes to successful L2 acquisition2, motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2 (Ellis, 2007). It is obvious that language learning success depends in a way on students motivation. This claim is proved in everyday teaching experience. When students are interested, engaged and eager to acquire new skill, they tend to do better. (Pilipovic, 2010) L2 learning is determined by a number of factors, but the motivation is considered to be the most important one, (Pilipovoc, 2010) so following the historical school of though, there are three different explanations of motivation (Brown, 2000): 1. Behavioristic perspective sees motivation is very matter of terms. Driven to acquire positive reinforcement , and driven by previous experiences of reward for behavior, we act accordingly to achieve further reinforcement (Brown, 2000) 2. Cognitive psychology claims that the choice people make as to what experiences are goals they will approach or avoid and the degree of effort they will exert in that respect. (Keller, 1983) Some other cognitive psychologists, like David Paul Ausbel, are exploring needs or drives as strong force that supports our decisions. And that is why Ausbel identified sex needs undergirding the construct of motivation: the need for exploration, the need for manipulation, the need for activity, the need for stimulation, the need for knowledge, the need for ego enhancement. (Brown, 2000) 3. A constructivist view of motivation places even further emphasis on social context as well as individual personal choice. (Williams & Burden, 1997). Every person has different motivation, and they act on their environment in ways that are unique. But, a cultural and social milieu cannot be avoided, and those unique cannot be separated from the context. (Brown, 2000).

Types of Motivation
Motivation also concerns the reasons and goals that underline their involvement in academic activities. Although students may be equally motivated to perform the task, their sources of the motivation may differ. http://eric.uoregon.edu/publications/digests/digest092.html . According to the source of students motivation, there are different types of motivation. One of the basic distinctions is the one between integrative and instrumental motivation. Students who are integratively motivated want to learn the language because they want to get know the people who speak that language. Another thing that they find interesting, and that makes them learn second language is the culture associated with that language. Therefore, this type of motivation occurs when the learner wishes to identify with the culture of the target language community (Pilipovi , 2010.). It is this integrative motivation that underlines the motivation that many English speaking Canadians have for learning French (Elis, 2007). But, when it comes to other language context, this type of motivation is not considered to be so important. Moreover, Oller, Baca and Vigil (1977) found that Mexican women who were less integratively oriented, were
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Second language acquisition

more successful in learning English that those who were more integratively oriented. This made Oller and Perkins suggest that some learners may be influenced by a Machiavellin motivation- a desire to manipulate the speakers of the target language. On the other hand, the instrumental motivation is the type of motivation that exists when there is certain instrumental or tangible goal (Gardner and Lambert, 1972). This is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000).3It means that learners make efforts to learn an L2 because they have some functional reason. An example for instrumental motivation is a student who learns a language just because he or she wants to pass the exam, or a person who learns a language because he or she needs that for a job. (Ellis, 1986). Another important distinction is between intrinsic and extrinsic motivation. A student who is intrinsically motivated undertakes an activity for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishments it evokes. (Lepper, 1988). When students are intrinsically motivated, they tend to employ strategies that demand more effort, and they are eager to process information in more details. (Lepper, 1988). When students are confronted with complex intellectual task, those who are intrinsically motivated use more decision-making strategies than those with an extrinsic motivation. (Condry and Chambers, 1978). It can be concluded that an intrinsic motivation is the one that drives people to play an instrument, do sports or do some other activity without a chance to make use of. It consists of a form of fulfillment they get when pursuing the activity. The opposite of intrinsic motivation is extrinsic motivation. Extrinsic motivation makes people engage in certain activities because their completion leads to rewards from outside the self (Pilipovic, 2010.). The type of the reward depends on the learner. It might be in the form of grades, prizes, money, etc. (Pilipovic, 2010.). It is scientifically proven that extrinsic motivation is not as effective as intrinsic motivation is. The experiment was done by Edward Deci. He used the Soma cube (a puzzle consisting of 7 pieces which look like Tetris blocks). He divided his test subjects into two groups. Both groups were taking the part in three sessions of one how each, during three days. During the sessions the participants had to reconstruct the configurations that were presented on the paper using those Soma puzzle pieces. During the second session they had to the same thing with other drawings. During that second session, Deci told the participants from the first group that they would earn some money if they did their job successfully. For each configuration, he gave them a dollar. The second group was given nothing. The third day neither group was given a reward. He told the participant from the first group that he could pay them just for one day. The most important thing was that he leaved the room every day during the second session. He entered the room with two way mirror and observed the participants for 8 minutes. The first day there was little difference between the first and the second group. Both continued with the puzzle for about 3.5 minutes, and then they started doing something else. The second day showed a different situation. The first group (the paid one) did better job than the second group. They spent over 5 minutes on Soma puzzle. The third day showed the most interesting results. The second group (non-paid one) spent more time on the puzzle than they had before. And the first group (the paid one) spent far less time on the puzzle. http://www.jessemeijers.com/intrinsic-motivation-extrinsic-motivation/

Hudson, G. (2000). Essential introductory linguistics. Blackwell Publishers.

Intrinsic and extrinsic motivation differ in the terms of the effects (Furlan, 1984). He states that when we are extrinsically motivated, the material that we learn is not long-lasting, but when we are intrinsically motivated, the material that we learn is long lasting and more applicable. The difference between integrative and instrumental motivation on one side and intrinsic and extrinsic motivation on the other side as concepts that can be easily used interchangeably is presented by Kathleen Bailey (1986) in Table 1. INTRINSIC INTEGRATIVE EXTRINSIC

L2 learner wishes to integrate with Someone else wish the L2 learner to the L2 culture (e.g. for immigration know the L2 for integrative reasons or marriage) (e.g. Japanese parents send kids to Japanese-language school)

INSTRUMENTAL

L2 learner wishes to achieve goals External power wants L2 learner to utilizing L2 (e.g. for a career) learn L2 (e.g. corporation sends Japanese businessman to U.S. for language training.)

Brown (1993) gives very interesting and importanr distinction for foreign language teaching. He distinguishes global, situational and task motivation. Global motivation deals with the general orientation to the goal of learning. Situational motivation is the one that depends on th esituation in which learning takes place. The example for this type of motivation is a child who is motivated to learn English in a private school, but he or she is not eager to learn it is state school. (Pilipovic, 2010).

Motivating Children
It has become a tradition that children start learning foreign language very early. Most of them begin learning it at the age of 7 (when they start learning it as a foreign language in primary school), but some start even earlier at private school. Teaching children and motivating them is very different from teaching adults. (Pilipovic, 2010). In order to motivate students to learn, they have to be provided with both the opportunities to learn and steady encouragement and support of their learning efforts. The activities that are to be used when teaching children, and activities that improve their motivations are: o Wordplay activities- this is the activity in which they are supposed to match words to pictures, to do crosswords, memory games, and other activities that actively engage children. o Listening activities- those activities are not demanding, and they are adjusted to their level of knowledge. For example, drawing pictures according to a direction. o Using songs and chants-listening and singing songs, act songs out (Pilipovic, 2010.) Whenever teaching young-aged students, it is crucial to make lessons fun. A crucial thing is to have lots of activities that are long enough for then to be interesting, but not so long that students lose interest. They cannot be

made to do all drawing activities, for example. (http://www.globalenglish.com/custom/courses/pdf/sample%20c%20_%20motivating%20young%20learners.pdf)

Motivating Teenagers
Although they tend to be the fastest learner (they are cognitively developed, they are able to thing about the abstractions), sometimes, working with them can be extremely demanding job. Teenagers are in a very difficult period in life, and they sometimes feel deeply insecure, and a great number of them have low motivation. Therefore, it seems that motivating teenager is very important job for a teacher. (Pilipovic, 2010.) Scrivener (2005) gives very useful suggestions for boosting students motivation. o Childish activities are not supposed to be used in the classroom. They have to feel that they are considered to be adults. Otherwise, it they notice a childish activity in the classroom, they will lose interest. Singing, and acting out should be avoided when teaching teenagers. o A teacher should ask them how they feel about the content of teaching. o Everything should be said in advance. They should know everything about the expectations, requirements and penalties. It is also important to realize that they are becoming adults and that they want more control over the learning situation. Anredson (2008)4 sees a need to let students have more choice and begin to take responsibility for their own learning. It seems rather demanding, but if a teacher does this, it will result in an enjoyable teaching, and it might quite rewarding, because when motivated, teenagers are the best learners, and a teacher can make use of their highly developed cognitive capacities. (Pilipovic, 2010.)

Motivating Adults
Adults are not as fast as teenagers are, but they are quite superior to children owing to their cognitive development. When in comes to motivation, they are even more motivated then teenagers, because foreign language is not imposed to them (learning foreign language is often imposed to teenagers by their parents), but the problem is that adults motivation for language learning is usually extrinsic and instrumental. Therefore, they have to find out the reason for learning something. The material that they are learning has to be applicable to their work or interests. (Pilipovic. 2010). Here are some suggestions how to motivate adult learners: o The material should be relevant and as close to the actual requirements of their job o Teacher should be flexible and willing to adapt to the needs of his learner o Hands on approach is the best approach a teacher can use. Lessons should be applied to the everyday life. Therefore, students should practice what they have learnt in a realistic environment. (http://www.ehow.com/how_2106785_motivate-adult-learners.html) Generally speaking, adults are more practically-oriented than children and teenagers, so it is very important to bear that in mind, and to precisely explain why that material is important form them, and where they can make use of that.

Anderson, Gary, (2008), Teaching Teenagers English , English in mind, Cambridge Univ. Press, Retrived Aug 01, 2008