Безымянный indd

wHAT MOTIvATES STUDENTS IN
LEARNING ENGLISH LANGUAGE
Student: 
Maftuna Rakhimova
Yeoju Technical Institute in Tashkent
Annotation: 
Motivation plays a crucial role in students’ life. It helps us to stay energetic and 
confident, as a result to achieve our goals in academic life.
Key words: 
motivation, English language, intrinsic and extrinsic motivation.
Motivation is a key factor for explaining the success or failure of any difficult activity. We know 
that success in a task is due to the fact that someone motivated. In this paper, I will define the moti
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vation factors in learning English language. I think there are two main types of motivation to learn 
english.
First is to get a job, is get in to university, to travel. second is learning english is enjoy, that hav-
ing fun and making progress, learners of all ages achieve more when they are intrinsically motivated.
In other cases when the learning experience is interesting, and meaningful, not only student but also 
each people want to learn if they have exstrinsic motivation such as getting areward for good results 
or needing english for studies. But as Steve Jobs said: the only way to do great work is to love what 
you do. if you have a seep affection for your doing, you can achieve it, so love some people think 
there are a number of aspects to motivate to learn english, for example by showing english videos, 
native speaker video, if student watch this kind of videos, they try to as native speaker. Then start 
learning new words, grammatical structure. 
Learners who have higher level of ability and motivation 
will do better than the learners will with lower level. Those leaners are goal oriented and more atten-
tive towards language learning. They are eager to know about different materials and highly motivat-
ed to participate in language learning.
How to behave themselves? A lot of studies investigated the 
motivational factors of teritory students for learning english, it further examinedthe year of study and 
urban provenance influences on their levels of motivation. Three types of motivation weremeasured 
intrinsic, extrinsic instrument al mental and integrative. 
Usually, after achieving the short-term goals, 
such motivation will be vanished. When asked about why he chose that major rather than English in 
entering the college, he said that was his parents’ choice not his.
This enthusiasm means internal or 
external factors that stimulate desire and energy in people to be interested in and committed to a job, 
role, or subject, and to exert persistent effort in attaining a goal.
The findings slowed that integrative motivation posture was the popular motive for learning en
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glish followed be intrinsic and instrumental motivations. 
This indicated that english was learned in order to converse and associate with foreigners speaks 
english.
Instrinsic motivation refers to motivation that comes from the learner himself, instrinsic orienta-
tions refer to reasons for learning that are derived from ones inherehnt pleasure and interests in the 
activity. 
Extrinsic or instrumental motivation come from outside the learner and refers to the practical or 
utilitarian dimension of language learning. 
Integrative motivation refers desire to be such as valued members of other language community. 
Generally, when someone already has intrinsic motivation, rewarding him or her can actually de-
crease their intrinsic motivation, making them less interested in the activity and therefore decreasing 
their performance. However, when someone is not interested in a subject—meaning they have no in
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trinsic motivation to learn about it—giving rewards can get them to participate in the activity, which 
might then spark some intrinsic motivation within them. Extrinsic motivation can lead to intrinsic 
motivation. Motivation plays a significant role in the process of learning a language. Language teach
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ers cannot effectively teach a language if they do not understand the relationship between motivation 
and its effect on language acquisition

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All in all, if you have an interest you can learn everything. it is not important who and how 
somebody motivates you.
Reference:
1. 
Meece, J., Blumenfeld, P. & Hoyle, R. (1988) Students’ goal orientations and cognitive en-
gagement in classroom activities, Journal of Educational Psychology, 80, 514–523.

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