Firstly, she talks about the instrumentalist view, which considers language as a skill for communication.

Secondly, she talks about constitutive holistic view (same as integrative?), which views SLA as a ‘multi-competence’, an essential element of a human being’s thought processes, perceptions, and self- expressions.

• motivation needs to be internally driven rather than externally regulated by teachers

• teachers play a crucial role in fostering this healthy internal growth and development of students' motivation

Two kinds of motivational orientation:

1. An integrative orientation: reflecting a sincere and personal interest in the people and culture represented by the other group of who you learn the language

2. An instrumental orientation: reflecting the practical value and advantages of leaning a new language

   (Gardner and Lambert, 1972)

A framework for motivational teaching practice is offered in the article by Dörnyei (2001b) with 35 motivational strategies that can be used in your language teaching classroom

• distinction between intrinsic versus and extrinsic forms of motivation

  Intrinsic motivation: doing it for own self-sustaining pleasurable rewards of enjoyment, interest, challenge, or skill and knowledge. This is regarded as the optimal internal driven motivation.

• Extrinsic motivation: motivation based in obtaining something externally driven like gaining a qualification, getting a job, pleasing the teacher or avoiding punishment. We could also call it "motivation from within"

• Personally, most useful claim made is that it is important for the motivation to be "self-determined and internalized" (emanated from within the learner) rather than externally regulated by others

• Push pull theories: first theories of motivation. A view of motivation chat emphasizes its external nature and places the teacher in a central, controlling role.

• cognitive theories on motivation: greater influence in reserach.Concerned with how thinking shapes our behaviour. Below are some cognitive theories of interest:

• Achievement theory: old theory with the idea of the basic human need for improving and striving for excellence. What I think we can take from this theory is the importance of creating tasks that are not beyond current competence, because then the learners may become demotivated or give up altogether; however, when learning tasks do not push the limits of competence, then learners are unlikely to feel challenged or motivated to improve. It goes a bit hand in hand with Vygotsky sociocultural theory of zone of proximal development I would claim.

• goal-setting theory: has three key aspects to the goals we set ourselves: their specificity, their perceived difficulty, and our degree of commitment. Mastery goals are generally considered to have more beneficial long-term motivational effect and lead to improved performance. Mastery goal orientation are motivated by the satisfaction of successfully learning to perform specific tasks.