There are three elements such as: integrative motivation, self-confidence, and the appraisal of the teaching environment to conceptualise a general framework of L2 motivation (Dörnyei, 2001).This paper focuses on the discussion of factors that affect language learning in the context of China and comes to a conclusion that motivation is the most important factor in language learning.
According to Wong (2003), teachers’ personality, behaviour and teaching methods would impact on students’ learning process strongly.
If the students are not motivated well, it would be a challenging task for the teacher.
Motivation is one of the most important factors which influence language learners’ success or failure in learning the language.
Motivation is defined as "the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect" (Keller, 1983).
Teachers should try every means to better initiate students’ motivation and bring their motivation to a full range in the classroom of language.
It begins provides a definition of motivation and factors that affect motivation, then with a description of a current English class in China, and concludes with recommendations for motivating Chinese students to learn English as a second language.Intrinsic motivation refers to motivation to engage in an activity for its own purpose.People who are motivated work on tasks intrinsically because they find them enjoyable.Motivation is the most important factor among age, personality and motivation which affect the Second Language Acquisition chiefly (Cook, 2000). Motivation is defined as "the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect" (Keller, 1983).Ellis (1994) considers motivation as the exertion which learners contribute into learning a L2 as a result of their need or desire to learn it.And instrumental motivation means the desire to acquire a foreign language to find out employment or improve their self-cultivation or improve the social status (Dörnyei, 2001; Gardner & Lambert, 1972).There are another two types of motivation: intrinsic motivation and extrinsic motivation (Deci & Ryan, 1985).Moreover, whether can carry out tasks successfully or not also effects students’ level of motivation and capacities to succeed in learning the target language.Other learning situation is which teachers influence students to learn the language.In Cook (2000) Acquisition/Learning Hypothesis, he draws a clear line between "acquisition" and "learning".Children acquire their first language unconsciously but adults learn a second language by consciously adopting rules of language and learning strategies.