Welcome to Doremi's English Classroom

There are a number of factors which influence language learning. Recently, in the light of many studies on successful and unsuccessful learners, language research has focused more on the role of the learners in the process. Brown (1994) states that motivation is the difference between success and failure. For this reason, motivation plays a crucial role in language learning. The main purpose of this article is to discuss motivation with reference to two types of dichotomy: integrative/instrumental and intrinsic/extrinsic motivation, in terms of a literature review and introspection into the Taiwaness English learning situation. There is no single condition for defining motivation to learn a language; however, describing the behaviour shown by the learner involves a wide range of factors (Ho, 1998). In the past four decades, the social psychological approach has been the major approach to describe the role of motivation in SL learning. The best-know and the most significant studies of motivation in second language learning under the social-psychological tradition have been carried out by Gardner and Lamber and their associates in Canada since the 1950s. Gardner and Lambert have extensively studied foreign language learners in Canada, several parts of the United States and the Philippines in order to determine how attitudial and motivation factors influence. Indeed, it is believed that students who do not have a powerful intrinsic motivation to learn can be helped by extrinsic motivation in the form of rewards. However, the important point is that extrinsic motivation is effective for just a brief period of time, unless it produces intrinsic motivation. Continuing to use extrinsic rewards reduces the likelihood oflearning. Thus, something needs to be done to turn the school toward an intrinsically oriented direction. The examination-oriented educational system needs to be changed. Recently, the authority concerned has open diverse channels for school admission. Thisaims to release the pressure of the entrance examination. It is hoped that this measure can be a first step to direct English teaching to include student-centered learning and give students more choice for their learning. Education should offer students the opportunity to feel that learning itself is ecactly a kind of reward. Only byfreeing students from the control of external rewards and punishments can they develop the autonomy of self-reward. Through this way, English is not only a subject anymore; instead, it is another way to fulfill self-actualisation.

  There is no shortcut to learn English.

Tell me, I will forget!

Show me, I might remember!

Involve me, I understand!