1. Motivation is a dynamic process that goes through three phases: generating motivation, actively maintaining motivation, and retrospective evaluation. 2. Key factors that influence L2 motivation include integrative orientation toward the L2 culture, instructional orientation toward practical benefits, and the learning experience itself. 3. Dörnyei's model of L2 motivation comprises the ideal L2 self, ought-to L2 self, and the L2 learning experience. Perceived quality of the learning experience, teacher support, and autonomy are especially important for maintaining executive motivation.

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2. Motivation
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consciously
certain methods
change learners’ motivation
teacher’s methodological repertoire

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Motivation as a Dynamic Process
motivation is a continuous process of change. Dornyei argues that
motivation undergoes a cycle that has three phases:
1- Motivation needs to be generated, motivational dimension of this
phase refers to ‘choice motivating’, motivation is generated then
selection of goal or task.
2- The generated motivation should actively maintained and protected while the
particular action lasts. This motivational dimension refers to ‘executive
motivation or volition’ and its related to learning in classroom setting where
students expose to a number of distracting influences such as off-task thoughts,
anxiety of task, etc. which make it difficult to complete the task.

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There are many motives that associate the phases above.
People during contemplation of action will be affected by
different factors, also looking to the past and evaluating it,
new set of motivational factors will be generated. We have
to focus on the most important motives discussed in
psychology.
3- ‘Motivational retrospection’ which focus on learners
retrospective evaluation of how things went. In this phase
the activities will be determined by the way that students
use their past experience so they will be motivated to
follow.

5.  The Social Nature of L2 Motivation
L2 motivation will always have a strong sociocultural
component
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Because an L2 is not only a
communication code, but a representative of the L2 culture
where it is spoken.

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3- ‘The Integrative motive’is a complex that made of three main parts:
(a): Integrativeness (subsuming integrative orientation, interest in foreign
language and attitude to L2 community), (b): attitude to the learning situation (
comprising attitudes toward teacher and course),
(c): motivation ( made up of motivational intensity, desire and attitude to language
learning).
 The most important motives to learn an L2
With regard to choice motivation, the most important components are values and
attitudes related to the L2, L2 speakers and learning in general. These were focal
issue in Gardner’s influential motivational theory, (which emphasis on broad
sociocultural nature of L2 motivation). Three important concepts of this theory are:
1- ‘Integrative orientation’: reflects positive disposition toward L2 group
and desire to interact with valued community members.
2- ‘Instructional orientation’: language learning is primary associated
with the potential pragmatic gains such as getting better job or high
salary.

7. The key innovation in Gardner’s model – and which sets it apart from
theories of motivation in mainstream psychology – is integrativeness.
Dörnyei’s model: comprises three elements:
1. The Ideal L2 Self: If the person the learner wants to become is someone who speaks the L2,
motivation can be generated from a desire to reduce the discrepancy between the currently less
proficient self, and the idealized version.
2. the Ought-to L2 Self: This refers to the attributes the individual
feels that he or she needs. Here, motivation derives from the desire
to conform to socially generated expectations.
3. the L2 Learning Experience: This encompasses motivation that
derives from the environment in which the language is learnt.

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• ‘The expectancy of success and perceived coping potential’ is another important
aspect of choice motivation, referring to learner’s confidence in being able to
carry out the task with L2 learning. ‘Linguistic self-confidence’ is a key element
that is a significant motivational subsystem in L2.
Foreign language learning is not a matter of objective level of one’s language abilities
but is subjective understanding of trust in oneself, that’s why some people with 100
words are able to communicate while others with thousands of words are not able.
Learners’ initial beliefs will affect motivation, while unrealistic belief about time
amount, will take to attain a level of language functioning which will lead to
disappointment.
Positive and negative messages from large environment (media, friends), have an
important role in reinforcing and blocking learner’s initial commitment.

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 Most important aspect of ‘executive motivation’ relates to perceived quality
of learning experience. It is useful to look at the motivational role of the
participants in any given learning experience separatly:
• The first and formost is the teacher.
• Group dynamic

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Autonomy (or self-determination) is a second important
constituent of executive motivation. Motivation and
autonomy go hand in hand, that is ‘autonomous language
learners are by definition motivated learners.
Also there are researches that show the teachers’ orientation to
autonomy, whether they are ‘autonomy supporting’ or
‘controlling’, also has role in student’s motivation with former
leading to increase students involvement.

11. as double edged-
sword
Strategies and motivation are connected closely and most important
function of this phase is for learners to extend the repertoire of personally
usage strategies while it will work as a source for future learning.
 Motivational Retrospection which is the last phase, involve the
process where learners look back and evaluate how things
went. Various characteristic will influence strongly, e.g. some
learners gain positive imputes even from less than positive
experiences while others may not be satisfied.