I.
INTRODUCTION
One may argue that motivation has a significant influence on a language learner's success
or failure in general and on the improvement of reading comprehension abilities in
particular. On the one hand, Intrinsic motivation encourages robust and adaptable critical
thinking abilities. Conversely, minimal intellectual interest and persistence result from
just extrinsic incentives. Motivation’s functions in learning are as follows: encouraging
imagination and critical thinking; aiding in building resilience and confidence; pushing
yourself and pursuing your objectives.
It is undeniable that motivation is a key component that influences both the success and
failure of learning a foreign language. Research has indicated that when studying a
foreign language, students have Language learners who possess both high motivation and
positive learning attitudes tend to be more effective than those who lack these qualities.
Motivation is a malleable concept that evolves with time. Encouraging students' interest
is insufficient; long-term motivation for studying must be improved and sustained.
According to R.C. Gardner (1985:10) he thus concentrates on the way attitudes and
motivation affect the acquisition phase, and also on how acquisition can in turn modify or
reinforce original attitudes.
Littlewood, W. (1998: 5.3) Motivation is a complex phenomenon and includes many
components: the individual's drive need for achievement and success curiosity, desire for
stimulation and new experience, and so on.