related researches related to the aims and objectives of this research. Chapter three contains the research adopted methodology adopted, and the full serial process
taken for the objective completion of the study. Chapter four reveals the analysis, coding, and interpretation of the data collected for this research. Chapter five,
being the last chapter, conclusively discusses, summarizes, the achievement of the study, and presents recommendations for future related research and discussions.
CHAPTER II LITERATURE REVIEW
Integrative and Instrumental Motivation
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Motivation and needs are closely related. On the one hand, motivation is seen as the fulfillment of needs, and on the other, human needs serve as drives or
incentives which move one to a particular action. The best known theory of human needs is Maslow’s 1970 hierarchy of need. Maslow formulates a fivefold
hierarchy of human needs which begins with biological needs and progresses upward to psychological ones: physiological needs, including the need for food
and water; the need for safety; social needs, including belongingness and love; esteem needs, e.g. the feelings of self-respect and positive recognition from
others; and self-actualization, which means the need for a sense of self- fulfillment. In terms of the foreign or second language learning, the need for
safety indicates that the L2 learner needs to be secure that learning the target language and culture doesnt affect negatively hisher own culture or language.
Additionally, learning in general and learning languages in particular needs a safe and an unstressful atmosphere to facilitate language acquisition. Esteem and
social needs also indicate that the learner needs to be a knowledgeable person who is able to communicate and integrate with others by learning their language.
Failure to satisfy students’ needs is likely to hinder their risk-taking and motivation. Psychologically insecure L2 learners can be very anxious Macintyre
Gardner, 1991 and if this happens, L2 learners regress in their needs, motivation, and performance in the classroom.
Motivation for learning a secondforeign language is defined as the learners orientation with regard to the goal of learning a second language. Crookes
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Schmidt, 1991. To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation integrative and
instrumental should be identified. Integrative motivation is characterized by the learners positive attitudes towards the target language group and the desire to
integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus,
referring to a more functional reason for language learning Gardner Lambert, 1972. Gardner 1985 established a model of motivation in second language
learning called the socio- educational model. As a result of long studies and research, he concluded that the learners attitude toward the target language and
the culture of the target – language speaking community has great impact on language learning motivation. The model is concerned with the role of various
Individual differences in the learning of an L2. In the model, two classes of variables, integrativeness and attitudes toward the learning situation are said
to contribute to the learner’s level of motivation. Gardner states that learning a foreign language is unlike any other subject taught
in a classroom because it involves the acquisition of skills and behavior patterns which are characteristics of another community. He also claimed that motivation
is a dynamic process where many other variables play a part, and that this model can accommodate broader views. To assess various individual differences
variables based on socio-educational model, Gardner developed the Attitude Motivation Test Battery AMTB which consists of these five categories:
integrativeness, instrumental motivation, motivation, anxiety and attitudes toward
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learning situations. Gardners model has been used in many motivational studies e.g. Tremblay Gardner, 1995, Masgoret, 2001.
It can be said that Gardners model put too much emphasis on the integrativeness and the role of learners attitudes towards L2 group in learningthe second
language. Despite the fact that both kinds of motivation are essential elements of success in learning the secondforeign language, much debate and controversy
among researchers and educators have been taking place about which kind of motivation is more important for the second language learners. Lambert 1974
viewed integrative motivation as being of more importance in formal learning environment than the instrumental one and it was a more powerful predictor of
linguistic achievement. Falk 1978 agreed with Lamberts claim by pointing out that students who are most successful when learning a target language are those
who like the people that speak the language, admire their culture and have a desire to become familiar with the society in which the language is used. On the other
hand, Lukmani 1972 found that an instrumental motivation was more important than an integrative one among the non- Westernized female learners of L2
English in Bombay.
2.1 Previous Studies
