Özet:

Motivation plays an incredible role in learning and using a language with accuracy and proficiency. The English teachers strive hard to make the students get motivated and involved in the utilisation of the language beyond the teaching-learning scenario. Even after strenuous efforts put on by the teachers, the students many a time fail to interconnect in English leading to a little dejection on the part of the teachers as well as students. The failure to communicate in English lurks their next step towards progressive usage of the language. The language teachers are much worried about the second phase of motivating the students and rejuvenating their lost interest towards English. The teachers will miscarry their task if they fail to drag the students in the right track with some kind of incentives in the form of motivations like attainment of hidden goals and aspirations of the students. If these concealed motivations are linked with the objectives of learning English, the students are sure to get rid of their inhibition towards English and start learning English with inquisitiveness. The successful language teachers should know to connect the passion and the need. To make the students analyse or do introspection of their motivation pertaining to their learning English as well as to establish the true motivation factors for the teachers¡¯ understanding, the I year B.E/B.Tech students of Mepco Schlenk Engineering College, Sivakasi were asked to respond to a questionnaire consisting of 20 questions representing motivational factors propelling them to learn English. The ¡°Statistical Package for Social Sciences. (SPSS) version 22 was used to analyse the feedback acquired. The analysis of the response given by 250 students have shown that the students learn English because it is a part of their education and their placement as well as career. The students high level of instrumental and integrated motivation.

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