http://www.jstor.org/pss/3585571
http://socyberty.com/education/attitude-and-motivation-in-second-language-learning-introduction/
Many researchers have studied students’ attitudes toward learning English (Berwick & Ross, 1989; Chow, 2006; Cortes, 2002; Zhou, 2007) and motivation to learn English (Benson, 1991; Berwick & Ross, 1989; Ho, 1998). However, most studies tend to investigate at the elementary and secondary levels. None of these studies were done on Malay students who are non-English major undergraduates specifically those from the Islamic school background and who are undergoing a degree program.
Attitudes are complex to be defined and many definitions have been used to describe them (Cortes, 2002). From an operational point of view, Gardner (1985) states that an individual’s attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent. He added that attitudes refer to any attitudinal reactions involving the other language community including non-ethnocentric tendencies.
Motivation according to Gardner (1985) refers to the combination of effort and desire to achieve the goal of learning the language plus favourable attitudes toward learning the language. As for Crookes and Schmidt (1991), motivation has been defined as the learner’s orientation with regard to the goal of learning a second language. In addition, Hatcher (2000) explains motivation as persistence and enjoyment of the task of learning the L2, while Brown (2001) defines motivation as “the extent to which you make choices about a) goals to pursue and b) the effort you will devote to that pursuit” (p.72).
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