9
CHAPTER II LITERATURE REVIEW
This chapter will be divided into two sections. The first section is the theoretical review which will provide a comprehensive knowledge of the field of
this study. By reviewing the related theories, the construct map can be theoretically generated. The construct map serves as the basis for the framework
of pre-understanding which will be provided in the second section of this chapter. The framework of pre-understanding functions as the rationale to predict the
relationships among variables of this study and to describe this study in the whole picture.
A. Theoretical Review
This section presents my review of published information of some relevant theories and previous studies related to the topic of my study. In this section, I
review the theories and previous studies’ findings of: 1 motivation, 2 foreign language anxiety FLA including communication apprehension CA and fear of
negative evaluation FNE, 3 relationship between motivation and FLA and 4 lived experience.
1. Motivation
In this section , I review the theories and previous studies’ findings of
motivation. This section is divided into 3 smaller sections: a definition of motivation, b types of motivation and c highly-motivated students.
10
a. Definition of Motivation
“Motivation is concerned with one’s reasons for learning the language, the strategies used to achieve these goals, the effort put
into learning and one’s ability to sustain that effort” Richards, 1994, p. 4. Motivation has frequently been
reported to be the most critical factor for success in the language learning process. Motivation has been widely accepted by teachers and researchers as one of the
key factors influencing the success of language learning Ely, 1986; Dornyei, 1994; Williams Burden, 1997 in Li Pan, 2005. Brown 2007 states that
motivation is a star player in the cast of characters connected to language learning around the world. It plays an important role of success and failure.
Motivation helps students get started. Sometimes, it will be hard for students to start learning new knowledge and new skills of language through new subjects
in a new semester. Many questions will appear in students’ mind. Motivation
helps students get started because motivation involves the student’s reason for
attempting to acquire the language Schumann, 1986. Therefore, realizing the reason can help students to set the goal and plan strategies to achieve the goal.
Motivation helps students keep moving in language learning process. Since motivated students have an effort put into learning and also have ability to sustain
that effort, the students can face difficulties and challenges in the process of learning.
Moreover, Hedge 2000, p. 23 emphasizes that “motivation is crucial in
the classroom, whether learners arrive with it or whether they acquire it through classroom experience.” Motivation escorts the process of learning.
Motivation makes students do more than necessary. Motivation leads students to have an effort to achieve the goals, consciously or unconsciously
