talk about likes and dislikes, interests, or wishes we are in fact concerning ourselves with main motivational determinants of human being. When we complain about long working hours, poor salaries, tough colleagues, or alternatively when we are pleased by the recognition of our achievements, promotions and generous incentives, we are addressing issues at the heart of the motivational psychology. Yet, Kanfer (1998:12) states that motivation is "psychological mechanisms governing the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming environmental demands that coerce or force action". In short, "the concept of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in general" Dornyei (2001:1). In fact learning and teaching English as a second/ foreign language is no exception in this respect. When we of how to encourage slow learners to work harder, how to create an attractive learning atmosphere or how to reward the hard-working students we indeed deal with motivation. Because motivation is one of the most significant factors in language learning, it is difficult for the low motivated students to learn English as a foreign language, simply because they lose the desire of learning as they feel boring and they star that they feel learning the language is very difficult that they cannot learn it and they need long time to acquire it, Dornyei (1994) unequivocally states that motivation is one of the main determinants of second/ foreign language learning. Interestingly, motivation is perceived by Dornyei (2001) as cyclic, going up and down, affecting language achievement and being affected by it. He also claimed that a demotivated person
talk about likes and dislikes, interests, or wishes we are in fact concerning ourselves with main motivational determinants of human being. When we complain about long working hours, poor salaries, tough colleagues, or alternatively when we are pleased by the recognition of our achievements, promotions and generous incentives, we are addressing issues at the heart of the motivational psychology. Yet, Kanfer (1998:12) states that motivation is "psychological mechanisms governing the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming environmental demands that coerce or force action". In short, "the concept of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in general" Dornyei (2001:1). In fact learning and teaching English as a second/ foreign language is no exception in this respect. When we of how to encourage slow learners to work harder, how to create an attractive learning atmosphere or how to reward the hard-working students we indeed deal with motivation. Because motivation is one of the most significant factors in language learning, it is difficult for the low motivated students to learn English as a foreign language, simply because they lose the desire of learning as they feel boring and they star that they feel learning the language is very difficult that they cannot learn it and they need long time to acquire it, Dornyei (1994) unequivocally states that motivation is one of the main determinants of second/ foreign language learning. Interestingly, motivation is perceived by Dornyei (2001) as cyclic, going up and down, affecting language achievement and being affected by it. He also claimed that a demotivated person