Includes CD

Includes appendix (111-116 p.)

Includes bibliography (102-110 s.)

'Abstract Everybody needs to have motivation and a reason for action. Second and foreign language learners should be offered the opportunity to be motivated and fulfill their learning orientations. The purpose of this study is to describe and examine Iraqi undergarduate students' intrinsic and extrensic motivation and toe examine the students' integrative and instrumental orientations towards learning English as a foreign language in Iraq. Additionally, the study aims to recognize the possible demotivational factors that may influence the students' motivation negatively. In the study, 150 EFL Iraqi students (68 male & 82 females) participated in completing a questionnaire to determine the students' tendancy towards the two kinds of motivation reflecting their orientations for learning English and what affects negatively their English learning motivation. They are undergraduate students from different levels ranging from 2nd to 4th yearand their ages are between 19-28 years. Unexpectedly, the data revealed that Iraqi undergraduate students have a higher degree of intrinsic that extensic motivation and it also showed that EFL Iraqi students were highly instrumentally and integartively motivated to study English, and their instrumental motivation appeared to be a little higher than their integrative motivation. Those unusual results were attributed to Iraqi students' interest in knowing more about English-speaking people and learning about their societies and cultures, and that was due to strong attitude Iraqi students have had towards them. Contrary to the findings of other related studies, difficulties with language item in English such as vocabulary and structures were found to be in the first place in items of demotivating factors. Based on the findings, recommendations and some implications which are significant to educators and policymakers as well as to researchers are provided. At last it is hoped that the results of this study could be of much benefit for developing , teaching and learning English in Iraq. KEYWORDS: Motivation, Intrinsic motivation, Extrinsic motivation, Instrumental orientation, Integrative orientation, Demotivation, EFL, Iraqi undergraduate students.'

1 CHAPTER ONE

1 INTRODUCTION

4 Significance of the Study

5 The Aims of the Study

5 Research Questions

6 Study Hypotheses

6 Problem Statement

7 Procedure and Data Collection

7 Limitation of the Study

8 CHAPTER TWO

8 LITERATURE REVIEW

10 Description and Definitions of Motivation

10 Theories of Motivation in psychology

10 Expectancy -value theories

11 Goal Theories

12 Self-determination theory

13 Motivation as a dynamic process

14 Kinds of Motivation

15 Intrinsic motivation

15 Extrinsic motivation

18 Orientations of Motivation

18 Integrative orientation

19 Instrument Orientation

21 The relationship between intrinsic/extrinsic motivation and integrative and instrumental orientation

23 Motivation in Language learning

23 Benefits of Learning English language as a Foreign Language

26 The role of Motivation in Foreign Language Learning (FLL)

27 English language learning in Iraq

28 The factors that influence the motivation of FLL

28 Contextual and Environmental factor in FLL Motivation

31 Teacher as a classroom model

33 School environment

35 Instructional Factors in FLL Motivation

37 Cognitive Factors in EFL Motivation

38 Teaching Performance

38 Student Attributes

39 Factor that De-motivating foreign language learning

41 Previous studies

41 Al-Moghani, Hassan Mohamed (2003)

42 Keblawi(2005)

43 Ratanawalee Wimolmas(2006)

43 Qashoa (2006)

44 Zahra Vaezi(2008)

44 Zubairi, Ainol Madziah & Sarudin, Isarji Hj(2009)

46 Al-Tamimi and Shuib(2009)

46 Choosri and Intharaksa (2011)

46 Kurum(2011)

47 Ahmed Zanghar (2012)

47 Nakhon Kitjaroonchai(2013)

49 CHAPTER THREE

49 METHDOLOGY

49 Participants

49 Research Tool

50 Instruments

51 Procedure

52 Reliability of the questionnaire

52 Validity of the Questionnaire

53 Statistical Means

54 CHAPTER FOUR

54 DATA ANALYSIS AND DISCUSSIONS

54 General Information

54 Motivation

56 Reults of Analysis related to Research Question 1

68 Paired Samples T-Test (comparison between intrinsic and extrinsic motivation)

69 Result of Analysis related to Research Questions 2

81 Paired Sample T-Test (comparison between Integrative and Istumental orientation)

83 Results of Analysis related to Research Question 3

92 Discussion

95 CHAPTER FIVE

95 CONCLUSION,IMPLICATIONS AND RECOMMENDATIONS

95 Conclusion

97 Implications and Recommendations

97 Implications

99 Recommendations

100 Suggestion for Further Studies

102 BIBLIOGRAPHY

111 APPENDIX