Among so many drivers functioning in the way of L2 acquisition process, motivation is considered as the best one by most of the scholars. Though there are many types of motivation, the integration of all sorts of motivational behavior accelerates the overall learning process of learners. Based on the importance of motivation, the current study aims to analyze the studies of famous scholars, their theories and concepts pertinent to the role of motivation in the field of SLA. Many empirical studies found that there is a big difference in terms of the attainment of the target language between the learners who are motivated and who are not motivated by any means. This paper will add value to the existing literatures based on the importance of motivation in the process of learning L2.

This paper aims to explore the role of motivation in second language acquisition. Motivation is one of the most important factors for learning a second language proficiently. Motivation is unavoidable linked with language achievement in the sense that it cannot happen without motivation. In short, motivation is used as a concept for explaining the success or failure of a language learner. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation can play an important role in learning second language. And there are many factors that can affect this motivation.

This article aims to investigate the various aspects and models of motivation that affect Second Language Learning (SLL). The primary focus is on the learner and the internal factors that encourage and facilitate their pursuit of language achievement (i.e. intrinsic/integrative). It is evident that there are external factors that also influence this process (i.e. Extrinsic/instrumental). So, the significant question such as; whether one can identify which type of motivation an individual will exhibit and whether this will lead to a greater or lesser success than another type, are also addressed in this paper. In line with William and Burden (1997), motivations from both internal and external influences are to some extent intertwined and rooted within individuals. However, with that being said, a common ground among scholars who may have opposing views in this topic, would agree that the individual themselves are or should be aware of the motivation that drives them in second language acquisition.

This volume-the second in this series concerned with motivation and foreign language learning-includes papers presented in a state-of-the-art colloquium on second language motivation at the American Association for Applied Linguistics (Vancouver, 2000) and a number of specially commissioned studies.

According to Rost (2006) motivation has been called the " neglected heart " of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students' motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse; there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. The issue of motivation, particularly in EFL settings, is so important that other considerations about teaching methodology seem to pale in comparison. It is important to think about motivation as the essence of language teaching because of the stark realities of learning English for most of our students.