Abstract

The apex in the acquisition of a second language is dependent upon motivation and attitude coupled and nurtured in a formal language learning milieu. Adult learners of English as a Second Language (ESL) can be motivated intrinsically in numerous ways. The types of motivation, whether intrinsic or extrinsic, are not categorically different; instead, they lie in the same transition of self-determination. Direction relative to one’s surroundings serves as a long-range goal and sustains students’ motivation to learn a second language. The decision to learn in many cases comes from within. Internalizing the reasons for language learning are internalized, students feel more insistency, comfort, and ease. Teachers should strive to promote positive self-talk and guided self-evaluation within students, along with emphasizing mastery of specific goals. Setting higher but attainable goals for an ESL learner activates endeavors and influences performance. Instructors should reveal intrinsic attractions latent in every subject as the appeal-laden lessons have a high quality to attract most students. Knowing and assimilating a target language’s culture contributes positively to a learner’s development. An ESL classroom should be a welcoming, positive place where communication needs are met and where language anxiety is minimum, and the student seems to enjoy many of the practice opportunities. Instructors should create a stimulating, supportive ambiance that fosters self-esteem and interest in learning. Repeated readings in small groups develop expertise in verbal skills. Further, it encourages curiosity, which is of paramount significance for creating motivation and making ESL learning fun. Present research will be a harbinger of further research in Middle Eastern educational milieu and will open new vistas for academicians and practitioners involved in teaching as a foreign language.

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