Introduction

Different studies and researches have shown that there are various factors affecting the
language teaching and learning process. Among these different factors, affective factors in
general and motivation in particular play an important role. Moreover, motivation has been
widely acknowledged by both teachers and researchers as one of the key factors that
influences the rate and success of the second or foreign language learning, and it is identified
into two basic classifications: Intrinsic and Extrinsic motivation.
Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain
some separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which
refers to doing an activity simply for the enjoyment of the activity itself, rather than its
instrumental value. (Ryan and Deci, 2000)
Motivation is an important factor in learning a second and foreign language (Gardner,
1985b; Scarcella & Oxford, 1992). It is defined as the individual’s attitudes, desires, and effort
(Gardner, Tremblay & Masgoret, 1997). Moreover, Ryan and Deci (2000) define motivation as
concerning energy, direction, persistence and equifinality-all aspects of activation and
intention.
Motivation refers to “the reasons underlying behavior” (Guay et al., 2010, p. 712).
Gredler, Broussard and Garrison (2004) broadly define motivation as “the attribute that moves
us to do or not to do something” (p. 106).
Researchers often contrast intrinsic motivation with extrinsic motivation, which is motivation
governed by reinforcement contingencies. Traditionally, educators consider intrinsic
motivation to be more desirable and to result in better learning outcomes than extrinsic
motivation (Deci et al., 1999).
Motivation involves a constellation of beliefs, perceptions, values, interests, and actions that
are all closely related. As a result, various approaches to motivation can focus on cognitive
behaviors (such as monitoring and strategy use), non-cognitive aspects (such as perceptions,
beliefs, and attitudes), or both. For example, Gottfried (1990) defines academic motivation as
“enjoyment of school learning characterized by a mastery orientation; curiosity; persistence;
task-endogeny; and the learning of challenging, difficult, and novel tasks” (p. 525). On the
other hand, Turner (1995) considers motivation to be synonymous with cognitive engagement,
which he defines as “voluntary uses of high-level self-regulated learning strategies, such as
paying attention, connection, planning, and monitoring” (p. 413).

Background
Several studies have been undertaken in order to investigate second language learning
motivation ever since Gardner and Lambert (1959) instituted this concept. They perceived the
L2 as a mediator between the various ethnolinguistic communities and as such, the motivation
to acquire the language of the other L2 community was seen to play a vital role in either
promoting or hampering intercultural communication.
According to Gardner's theory, 'motivation' refers to a kind of central mental 'engine' or
'energy-center' that subsumes effort, want/will (cognition), and task-enjoyment (affect).
Gardner argues that these three components belong together because the truly motivated
individual displays all three; as he contends, ‘My feeling is that such a mixture is necessary to
 adequately capture what is meant by motivation' (Gardner, 1995: 100), and 'it is the total
configuration that will eventuate in second language achievement' (Gardner, 1985:169).
In another study Noels, Clement and Pelletier (1999) investigated how students perceptions
of their teachers’ communicative style, particularly the extent to which teachers are perceived
to support student’s autonomy and to provide useful feedback about students’ learning
progress, are related to students’ extrinsic and intrinsic motivational orientations.
Porter and Lawler (1968) advocated structuring the work environment (teaching
environment) so that effective performance would lead to both intrinsic and extrinsic rewards,
which would in turn produce total teaching and learning satisfaction.
The present study attempts to ascertain whether there is any relationship between the
two types of motivation (intrinsic and extrinsic) and also the effects of these two types of
motivation on the process of learning of TEFL Students.
In fact this study tries to define ways to improve teaching and learning skills by motivational
tasks and make the teaching and learning environments compatible for students and teachers.
Also it tries to ascertain whether there’s any difference between intrinsic and extrinsic
motivation and which one is better for long term language proficiency.
Among all other studies about motivation and its role on second language acquisition, the
present study tries to show that how intrinsic and extrinsic motivation effects on TEFL students
through four skills: Writing, Reading, Speaking, and Listening, and also shows which motivation
is more appropriate for long-term language acquisition.
The study intends to obtain answers to the following questions:
1. Are students intrinsically motivated to learn the four macro-skills in the English language
(Writing, Reading, Speaking, and Listening)?
2. What intrinsic motivation factors influence students to learn the L2 communicative
skills?
3. Can intrinsic motivation lead students to language proficiency?
4. Is there any difference among the marks acquired by intrinsic or extrinsic motivation?